Research On The Teaching Design Of Interdisciplinary Subject Learning Of Geography In Junior High School

The Geography Curriculum Standards for Compulsory Education(2022 Edition)expressly propose to strengthen the integration of geography subject content.Interdisciplinary thematic learning can weaken the boundaries between disciplines and strengthen the connection between students’ experience and what they learn,which plays an important role in improving students’ comprehensive literacy.In 2017,the General Office of the CPC Central Committee and the General Office of the State Council issued the “Opinions on the Implementation of the Project for the Inheritance and Development of China’s Excellent Traditional Culture”,which proposed that traditional culture education should run through national education.Poetry proverbs are treasures of excellent traditional Chinese culture.Integrating poetry proverbs into interdisciplinary geography theme learning,so that students can feel and inherit the excellent Chinese traditional culture in geography learning.In these contexts,the construction of an interdisciplinary geography theme learning instructional design model has become a problem that educators need to face.Based on constructivist theory and learning transfer theory,this paper uses research methods such as literature analysis,questionnaire survey,classroom observation,and comparative analysis.Proposed an instructional design model for interdisciplinary theme learning in geography and designed an interdisciplinary theme learning curriculum with poetry proverbs as the theme.The research covers the following three areas.Firstly,through questionnaires and classroom observations,we understand the current situation of geography teaching in junior middle schools.The following problems were found to exist in the implementation of the current interdisciplinary theme-based learning of junior middle school geography integrating poetry proverbs:(1)Interdisciplinary themes to be developed.(2)Fewer types of middle school geography classes.(3)Students’ lack of comprehension of poetry.Secondly,combining excellent case studies,classroom observation,and communication with front-line teachers,propose the basic principles of interdisciplinary theme-based learning design and construct an instructional design model for the interdisciplinary theme learning teaching model of junior middle school geography with the theme of “geography in poetry proverbs”.Mainly includes the following links: The analysis phase,breaking down disciplinary boundaries and establishing interdisciplinary literacy;the preparation phase,teaching resources are integrated,and teaching sessions are designed;the implementation phase,teaching and evaluation are carried out together and self-assessment and other assessments are emphasized;closing phase,teaching reflection is implemented and the program is continuously improved.Thirdly,according to the teaching model constructed in the previous section,compiled of poetry proverbs with geographical knowledge,designing and implementing a series of courses on the theme “Follow the poet fairy on a tour of China”.Afterward,the teaching results are evaluated based on teachers’ classroom observations,teachers’ feedback,students’ self-assessments,and changes in students’ learning outcomes.The results show that the implementation of instruction was effective,with an increase in student means scores,a decrease in variance in achievement,and an increase in student motivation and activity in the classroom.Overall,the integration of poetry proverbs into the interdisciplinary study of geography in junior high school is in line with the new curriculum standards and the requirements of the reform of junior high school geography curriculum,which is conducive to improving the vitality of junior high school geography classroom teaching and the students’ geographical core literacy to a certain extent.