| In order to realize the educational objective of fostering virtue through education,the Central Leading Group for Comprehensively Continuing Reform issued the Opinions on Deepening the Reform of Educational System and Mechanism in 2017,which requires deepening the comprehensive reform of education and implementing quality-oriented education comprehensively.This reflects strong demand for all-round talents in the present age.Integration of interdisciplinary knowledge plays a unique role in cultivating students’ comprehensive understanding and creativity.As a highly comprehensive and complicated subject,geography discipline provides abundant materials for interdisciplinary integrated teaching research and practice.Therefore,it is of profound theoretical and practical significance to explore the integration of interdisciplinary knowledge into the teaching path of junior middle school geography.Based on the reading of many literatures,this paper found that most of Chinese interdisciplinary integration research focused on feasibility analysis of discipline integration and discipline knowledge overlapping in textbooks,proposed strategy and teaching practice of discipline integration,yet the construction of the teaching path of discipline integration centered on certain discipline was relatively deficient.Thus,this paper identified interdisciplinary related concepts and theories,designed a questionnaire,and clarified problems in interdisciplinary teaching.Guided by this problem,it constructed a junior middle school geography teaching path from the perspective of interdisciplinary integration.Taking regional geography of junior middle school as a case,this study integrated interdisciplinary teaching resources and designed a blueprint for interdisciplinary teaching design,which provided an interdisciplinary knowledge integration teaching path for front-line geography teachers.The conclusions were as follows:(1)Based on questionnaire survey,this paper analyzed status quo of junior middle school geography interdisciplinary teaching from three aspects of students,teachers and schools.In general,students had relatively weak in self-control as well as low level of comprehensive thinking and knowledge transfer.Besides,Teachers’ interdisciplinary cognition was biased and they lacked initiative to improve interdisciplinary skills.The guarantee of schools in resources and management was not adequate.(2)In allusion to the status quo and current problems of geography interdisciplinary teaching in junior middle school,this study took geography subjectivity,thematic inspiration,topic selection authenticity and foundation consolidation,etc.as the guiding principles,and constructed a path of integrating interdisciplinary knowledge into geography teaching from three time dimensions(before,during and after class),covering five elements(determination of teaching theme,integration of teaching resources,exploration of teaching theme,verification of research results and individualized consolidation evaluation).(3)Taking 6 classes in Grade 8 of a junior middle school in Xinxiang City as the research object,this paper combined with homework completion degree evaluation and staged test assessment,and examined the effectiveness of route strategies.By comparing the experimental class and control class,this study found that students in the experimental class were more active in the classroom teaching process and gained a better understanding and mastery of basic knowledge.After one semester of experiment teaching,the academic result of students in the experimental class was significantly higher than that of students in the control class(P<0.05).Hereinto,the average scores and passing rates of students in the experimental class were higher than those of students in the control class.That is to say,the implementation of interdisciplinary integrated teaching was conductive to stimulating students’ learning interest,enhancing their learning capacity,exercising their synthetic thinking,and improving their core literacy. |
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