Research On The Design Of A High School Geography Educational Tour Curriculum Based On Multi-disciplinary Integration

The long-standing system of clearly differentiated teaching has led to barriers to communication and even fragmentation in the various subjects in basic education.It is not conducive to the overall development of students and the improvement of core quality.However,geography is an all-encompassing and comprehensive subject,and the content of the geography curriculum at the senior secondary level is compatible with the knowledge of other subjects in many ways.Geography educational tours are not only an important way to cultivate core geography literacy,but also an important vehicle for integrating geography with other disciplines.However,most of the current high school geography educational tours are limited to geography,which is not conducive to the cultivation of interdisciplinary thinking and innovative thinking,but also difficult for students to call on the knowledge and skills of other disciplines to solve real-life and complex geographic problems,not to mention the role of geography in the integration of disciplines.At present,there are relatively few systematic studies on curriculum-based geography educational tours with interdisciplinary integration and the degree of integration is generally low.Therefore,based on the concept of interdisciplinary integration,this study attempts to design a distinctive high school geography research trip curriculum with disciplinary integration in order to help facilitate the shift from disciplinary independence to disciplinary integration thinking,and also has referential significance for high school teachers in designing and developing interdisciplinary integration geography educational tour curricula.Based on reading and sorting out the current status of research on interdisciplinary integration and educational tours at home and abroad,this study uses constructivism theory,knowledge transfer theory,The theory of Multiple Intelligences,and Taylor’s modern curriculum theory as theoretical support.Secondly,through qualitative interview methods,some views or suggestions from relevant professionals on the curriculum logic,curriculum meaning,curriculum design,curriculum evaluation and curriculum implementation in this study are obtained.After that,the nature and concept of the discipline-integrated high school geography educational tour curriculum were further clarified,and then the curriculum design pathway was constructed.In the first part of the pathway construction,a front-end analysis is conducted,including an analysis of the discipline-integrated study resources,an analysis of the object-oriented learning situation,and an analysis and formulation of three major curriculum design principles: the single-subject dominant principle,the multi-subject integration principle,and the problem-driven principle.The second part of the pathway construction is the various key aspects of the curriculum design,including theme design,objective design,route design,content design and evaluation design.The links are closely interlinked and focus on reflecting the integration of interdisciplines and achieving the development of core geography literacy.Based on the interdisciplinary integration high school geography educational tour curriculum design pathway constructed in this study,the curriculum case design is developed after combining fieldwork with fieldwork in three case areas: the Chaka Salt Lake,parts of the coastal area of Qinghai Lake,and the Guide National Geopark.Secondly,the designed curriculum cases are analysed with the help of the case study method,which presents the core position of the geography discipline while explaining specifically the realisation of interdisciplinary integration.The course case is examined to determine the feasibility of the curriculum design pathway constructed.Finally,suggestions are made for the implementation of a discipline-integrated high school geography educational tour curriculum in terms of the development of an implementation plan,the specification of implementation steps,and reminders of implementation considerations.