Empirical Research On High School Geographical Interdisciplinary Integration Teaching Class

In the past ten years,the curriculum reform has been carried out with the combination of "double reduction","new course standard","new college entrance examination" and "new teaching materials",and the new curriculum reform emphasizes the comprehensiveness and selectivity of the curriculum,and interdisciplinary integration has become a new trend in the current educational development.As a discipline with both natural and humanistic attributes,geography itself is rich in interdisciplinary and cross-field content,and the implementation of interdisciplinary integration teaching methods in geography teaching is conducive to improving students’ comprehensive literacy,students’ long-term development,cultivating high-quality talents,and providing reserve force and talent support for the comprehensive construction of a modern socialist country.Focusing on this theme,this paper first summarizes the current situation,concepts and related theories of interdisciplinary teaching of geography by consulting relevant literature at home and abroad.Secondly,in order to better carry out the research on the interdisciplinary integration of geography,the interdisciplinary knowledge points in the third chapter of "Geography Compulsory 1" and "Elective 1" of "People’s Education Edition High School Geography Compulsory 1" and "Elective 1" were sorted out and analyzed,and the current situation of teachers and students of Haikou Huaqiao Middle School on the teaching of interdisciplinary integration of geography was investigated and studied.Moreover,based on the investigation of data and current situation,two courses,"Atmospheric Heating Process and Atmospheric Motion" and "Barometric Pressure Belt and Wind Belt",were selected to design and implement interdisciplinary teaching cases with geography knowledge as the main line.The first(25)and(20)classes of Hainan Huaqiao Middle School(25 classes are experimental classes and 20 classes are control classes)are selected as empirical research objects,and the teaching of interdisciplinary integration courses is organized and carried out,and the feasibility and effectiveness of interdisciplinary integration teaching of geography are revealed through evidence analysis.The results show that:(1)most teachers will adopt interdisciplinary teaching methods and believe that interdisciplinary teaching will help students learn;(2)56.5 per cent of students are interested in an integrated interdisciplinary teaching model and 72.6 per cent consider interdisciplinary teaching to be useful for learning;(3)54.5 per cent of students lack the awareness and ability to use interdisciplinary knowledge to explore problems;(4)Geography teachers have less knowledge of other subjects,take up more time in interdisciplinary integration courses and have limited teaching hours,and therefore implement less interdisciplinary integration teaching.Testing,questionnaire surveys and on-site observation methods and SPSS statistical software conducted data collection and statistical analysis of the results of the integration teaching of geography interdisciplinary.In the high 7.88 points of the classmates,the independent sample inspection of the two class students tested P <0.05,indicating that there is a large difference between the two classes.The pass rate and superior scores have improved,indicating that cross-disciplinary integration teaching can greatly help improve students’ performance;(2)from the results of answering questions,it can be seen that the comprehensive thinking ability of students in the experimental class has significantly improved,and the right is right.Knowledge mastery and use ability have also been clearly improved;(3)Experimental class students have more concentrated attention in class,and the interest of geographical lessons has significantly enhanced their interest in learning.Students have expressed their recognition of cross-disciplinary teaching methods.This study shows that the implementation of the integration teaching of geographical interdisciplinary disciplines is not only conducive to the formation of the core literacy of students ’geographical core,but also promotes the practical problems of students’ comprehensive application of multidisciplinary knowledge.Teachers should change their teaching concepts in the integration teaching of interdisciplinary disciplines,get rid of the discipline’s standard,study more discipline textbooks,strengthen communication with other discipline teachers,strengthen their own knowledge reserves,and find the intersection of geography disciplines and other disciplines.Create a situation that is conducive to the development of interdisciplinary integration teaching.