Research On The Practice Of Thematic Situational Teaching Of Geography In Junior High School Based On Interdisciplinary Integration

With the development of The Times and social progress,the country’s demand for compound talents with comprehensive thinking is increasing day by day,which requires the current education mode to cultivate comprehensive talents to meet the needs of the society.Strengthening the contact between disciplines and transforming the teacher’s teaching method become the current direction of deepening the curriculum reform of basic education.In the "Compulsory Education Geography Curriculum Standard(2022 edition)",teachers are encouraged to carry out interdisciplinary teaching and situational teaching,and pay attention to the cultivation of students ’comprehensive thinking ability.It can be seen that,under the background of the new curriculum reform,it is advocated to carry out the theme-based situational teaching of junior middle school geography with interdisciplinary integration.Creating the theme-based context of interdisciplinary integration is not only conducive to students’ learning,but also an effective way to implement and cultivate students’ core discipline literacy.This paper firstly uses literature analysis to sort out the domestic and foreign research status of "interdisciplinary integrated teaching","situational teaching" and "theme-based situational teaching",and defines the research direction.Secondly,through questionnaire survey,geography teachers in first-line junior middle schools are investigated on their understanding and application of interdisciplinary integration and thematic situational teaching of geography.The following problems are found: first,teachers’ understanding and research of thematic situational teaching need to be improved;Second,teachers have a high sense of identity for interdisciplinary integration of geography;Third,the theme-based situational teaching based on interdisciplinary integration lacks effective practice.To some extent,this indicates that geography teachers in junior high schools generally recognize interdisciplinary integrated teaching,but they have no clear and effective teaching ideas on how to carry out the teaching.In order to solve the existing doubts of front-line geography teachers,based on literature research and questionnaire survey,this paper divides the subject situation types of interdisciplinary integration,and constructs the principles and implementation strategies of geography themed situation teaching based on interdisciplinary integration.The implementation principle follows:geographical rationality,appropriateness,subjectivity,interest.In terms of the implementation strategy,pre-class preparation and in-class implementation are constructed.The pre-class preparation includes:(1)interpreting the course standard textbooks,formulating the interdisciplinary integration objectives,(2)establishing the core literacy,creating the interdisciplinary theme situation,(3)presetting the situational problems,and connecting the interdisciplinary exploration activities.The course implementation includes:(1)situation introduction,attract pre-learning,(2)problem driving,group cooperation,(3)link exploration,problem solving,(4)induction and migration,sublimation of the topic.According to the principles and implementation strategies,five kinds of geography themed situational teaching cases of interdisciplinary integration,namely "Tao history","materialization","Chinese poetry","mathematics" and "art,body and labor",are designed.In the practical research part,the teaching case of "Landscape Team exploring Longsheng Dazhai Village" is created by taking "history of Taoism" as an example.Through the analysis of learning evaluation scale of students in experimental class,classroom observation and exercise test results of experimental class and control class,the effect of theme-based situational teaching of junior high school geography based on interdisciplinary integration is objectively evaluated.Finally,on the basis of literature analysis,questionnaire survey results analysis and practical research,it is concluded that the theme-based situational teaching of junior middle school geography based on interdisciplinary integration is currently in the exploratory stage.This teaching mode is feasible in geography teaching and has certain advantages in implementing the cultivation of students’ core discipline literacy and improving their comprehensive thinking ability.