Development Of Agricultural Cultural Heritage Research Travel Curriculum Based On High School Geography Core Literacy

The biological resources,technological resources,and cultural resources contained in agricultural cultural heritage are closely related to the knowledge of geography in senior high school.As one of the living protection methods of agricultural cultural heritage,research travel not only meets the new curriculum standards,but also is an important way to cultivate the core literacy of geography.Therefore,based on the core literacy of geography,it is feasible to develop agricultural cultural heritage research curriculum.However,in the domestic geography research curriculum development,it is rare that the agricultural cultural heritage is understood by the way of research travel,and there are few existing cases.This paper adopts the literature research method,which makes clear that research and research travel is conducive to the cultivation of geography core literacy,proves the feasibility of the development of agricultural cultural heritage research courses,and puts forward the idea of developing research courses based on the core literacy of geography and the tea culture system in Jiangxi Fuliang.Through the questionnaire interview method,taking the teachers and students of Nanchang city as the research object,the analyst students’ suggestions and participation willingness of Jiangxi Fuliang tea culture system research course.With the help of the field survey method,we first sort out and classify the resources of the heritage sites,take the physical and intangible cultural heritage with diverse levels,elements and rich connotations as the media,focus on exploring the human interaction,people interaction and popular culture interaction in the Fuliang tea culture system,and then determine the goals and select the research course content that responds to the theme according to the discipline characteristics and student development laws.Finally,elaborate on the precautions before and after the implementation of the course through the implementation method,and develop the evaluation principles,content,and methods of the course.Based on the above research,the following conclusions are drawn:(1)The development process of research-based courses should have the concept of "circulation",and the evaluation of research-based courses should be repeatedly used to test the desirability of each major process in the course development,so as to achieve the purpose of optimizing the research course;(2)The two major research cases of "seeking the fragrance of tea,exploring the agricultural area change of ancient tea" and "researching tea culture,promoting regional sustainable development" designed in this paper have certain feasibility for implementation;(3)Agricultural cultural heritage is an important research course resource.The development of agricultural cultural heritage research courses is conducive to enriching the current research course content and development cases,and providing effective reference for the development of agricultural cultural heritage research courses in the future.The implementation of the agricultural cultural heritage research course not only enriches the content of the research course,is conducive to the cultivation of students’ geography core literacy and the implementation of the educational concept of moral education,but also has a protective and inheritance effect on agricultural cultural heritage,and helps to enhance students’ feelings of home and country and the sense of identity and pride of national culture.