Research On Strategies Of Integrating Central Plains Culture Into Geography Teaching In Junior High School

In recent years,with the proposal of the fundamental task of cultivating morality and cultivating talents,as well as the increasing demand for cultural construction,the call for excellent traditional Chinese culture education in primary and secondary school classrooms has continued to rise.Therefore,it is the responsibility of middle school teachers to integrate Chinese culture related content into geography classrooms,improve students’ knowledge learning efficiency,and enhance their cultural confidence.As a culture with distinct local characteristics,Central Plains culture is an important component of excellent traditional Chinese culture.It is rooted in the hometown where students live,and contains rich geographical knowledge and unique educational value.It is a precious geographical curriculum resource.Through reviewing and organizing relevant literature,it can be found that although some scholars have paid attention to the educational value of Central Plains culture,there is still relatively little research on the combination of Central Plains culture and middle school teaching,and the research on the combination of Central Plains culture and geography teaching is not sufficient.Therefore,this article takes the Central Plains culture as an example to attempt to establish a connection between Central Plains culture and junior high school geography teaching.Through current investigation and summary of existing problems,corresponding strategies are proposed,and case designs for integrating Central Plains culture into junior high school geography teaching are carried out to promote Central Plains culture,cultivate students’ core literacy,and create geography classrooms with cultural characteristics.Under the guidance of constructivist theory,multicultural education theory,life education theory,and geography teaching theory,the paper uses methods such as literature analysis,questionnaire survey,interview,and statistical analysis to sort out and summarize relevant literature on Central Plains culture.It analyzes the current research status of the integration of Central Plains culture and middle school geography teaching,and defines the concepts of regional culture and Central Plains culture.Through questionnaire surveys and interviews,a survey was conducted on some middle school students and geography teachers in Pingdingshan City,analyzing the current application status of Central Plains culture in middle school geography teaching.The main conclusions drawn are:(1)The understanding level of Central Plains culture among teachers and students needs to be improved;(2)The access of teachers and students to Central Plains culture is relatively narrow;(3)The Central Plains culture has not been given enough attention in geography teaching,and its application frequency in teaching is not high,as well as related practical activities have not been carried out;(4)Teachers and students generally agree that the integration of Central Plains culture into geography teaching has a positive significance,and have a high acceptance of the application of Central Plains culture in geography teaching;(5)There are many obstacles to the integration of Central Plains culture into geography teaching,including limited knowledge and ability of students,difficulty in understanding,insufficient cultural literacy of teachers,limited time and energy,lack of reform awareness,and lack of corresponding support from schools and society.Based on the above current issues and the needs of relevant theories and teaching practices,strategies for integrating Central Plains culture into middle school geography teaching have been proposed.Mainly including:(1)changing values,fully understanding the educational value of Central Plains culture,and improving teachers’ cultural literacy;(2)Study the geography curriculum standards and integrate the Central Plains cultural resources that can be integrated into middle school geography teaching;(3)Based on classroom teaching,effectively integrating Central Plains culture into all aspects of teaching,and achieving cultural education;(4)Seeking support from all parties,actively carrying out geographical practice activities,enabling students to experience the Central Plains culture in practice,and promoting the transfer and application of knowledge.Under the guidance of teaching strategies,a case design was carried out to integrate Central Plains culture into junior high school geography teaching.The basic principles of case design were proposed,including scientific principles,subjective principles,and targeted principles.The general steps of case design were summarized,including determining teaching objectives and integrating relevant resources;Filter resource information and determine application objects;Based on students’ learning situation,design and develop case studies;Evaluate the effectiveness of the case and promote resource sharing.On this basis,two teaching cases were designed for reference.Case 1 selects the combination of tea culture in the Central Plains culture and the knowledge of developing agriculture according to local conditions in the geography discipline for teaching design.Case 2 designs a study tour around the Yellow River culture,which is combined with the knowledge content of "the formation and development of settlements" and "the relationship between regional culture and geographical environment",so that students can complete the construction of knowledge in practice and enhance their sense of identity with their hometown culture.Finally,the feasibility of the case was evaluated based on the opinions of frontline geography teachers,and the advantages,disadvantages,and future improvement directions were proposed,providing reference for frontline geography teaching.