High School Geography Teaching Strategy Research Based On Historical And Local Knowledge Integration

Comprehensive is a prominent feature of geography,and comprehensive thinking is an important core literacy goal of geography teaching in high schools.In the 2020 Geography curriculum(revised edition)for senior high schools,the teaching concept of "when determining the name and content of the course,the relevant knowledge of other disciplines should be comprehensively considered,the integration of geography and other disciplines should be emphasized,and the top-level design of geography curriculum should be done well" should be put forward.The trend of geography education focusing on integration is becoming more and more obvious,but the current secondary education mode is mainly based on sub-subject teaching,although it has great advantages in professional knowledge and the integrity of logical system,but there are obstacles in the integration and transfer of knowledge in different subjects.This requires geographers to attach importance to the relevance,unity and internal connection between geography and other subjects,and develop comprehensive courses that break through subjects.History and geography are respectively the study of time and space two dimensions of disciplines,high school history focuses on the cultivation of time and space thinking,high school geography focuses on comprehensive thinking and regional cognition literacy,the two are closely related,and the human-land coordination concept advocated by high school geography involves many human histories,which provides a basis for the integration of historical knowledge into geography teaching.The purpose of this study is to sort out the integration points of historical knowledge teaching in geography textbooks,explore the application value of historical material knowledge to high school geography teaching,expand geography curriculum resources,improve teachers’ awareness and practical ability to cultivate students’ comprehensive thinking and interdisciplinary teaching,and improve students’ ability to think and solve problems from multiple perspectives.In this thesis,the literature research method is adopted in this study,which first understands the research status of historical knowledge integration teaching at home and abroad and the concept definition of historical knowledge integration,and sorts out the pedagogical and psychological foundations of historical knowledge integration.Secondly,carefully study the geography textbooks and course standards,and analyze the application basis of historical knowledge integration teaching.The questionnaire survey method was used to investigate and analyze the attitude,understanding and application of high school geography teachers and students on the integration of historical knowledge,and on the basis of the survey results,some principles and countermeasures were provided for the problems existing in the integration of historical knowledge teaching and the improvement of teaching practice.Finally,this thesis adopts the case analysis method,chooses the appropriate chapters to implement the design of the classroom teaching model of integrating historical and geographical knowledge,in order to provide some references for geography teachers through the case design of this thesis.In summary,the main conclusions of this thesis are as follows:(1)Integrated teaching of historical and geographical knowledge conforms to the requirements of geography curriculum standards in high school,conforms to the trend of geography education reform,and is conducive to the cultivation of core geography literacy.High school geography teaching pays more and more attention to the comprehensiveness of thinking and integration of knowledge,and integrating history and geography knowledge into geography class not only conforms to the goal of cultivating geography core literacy and comprehensive talents,but also can develop new geography teaching curriculum resources.(2)The integration of historical and local knowledge teaching needs to be further improved in practical teaching.According to the survey of this thesis,first of all,although teachers have a certain historical knowledge reserve,they still need to be further improved,which is also an important reason why the current practice of integrated teaching of historical and local knowledge is not so ideal.In addition,in the actual geography teaching,there are indeed many difficulties affecting the implementation of integrating history knowledge into geography classroom.Including geography teacher’s class arrangement,teaching focus easy deviation and so on.(3)There are basic conditions for the implementation of integrated teaching of historical and geographical knowledge in geography class.Geography teachers should adhere to the principles of scientificness,inspiration,geography and humanness when applying historical and geographical knowledge in integrated teaching.They should choose appropriate chapters of geography textbooks to reasonably integrate historical knowledge,which can be actively applied in the links of new lesson introduction,content explanation,consolidation and transfer after class.At the same time,teachers can also improve the teaching level of integration of historical and local knowledge through interdisciplinary classroom cooperation,cooperative construction of teaching case base,and increase after-class communication and reflection.