Research On The Cultivation Of "Home And Country Feelings" In High School Geography Based On The Culture Of The Central Plains

The 2020 revision of Geography Curriculum Standards for Senior High Schools points out that through the study of senior high school geography,students should strengthen the concept of human-earth coordination,improve the necessary character and key ability,form the awareness of paying attention to local,national and global geographical issues,and have the values of home and country.Geography curriculum undertakes the educational mission of the new era of cultivating students’ feelings of home and country and vision of the world.Therefore,geography education in junior and senior high schools should attach importance to the integration quality of ideological and political education in multiple dimensions and levels.From the research status of the national education system on the ideological and political thinking of the national feelings course,it is necessary to integrate the national feelings into geography teaching,always adhere to the fundamental task of cultivating morality and educating people,excavate the geographical characteristics,and constantly enrich the connotation and level of the education of national feelings,so that the education of national feelings can be implemented from the policy documents into the real geography class,and imprudently integrate the words and deeds of students.Through the exploration of "theory + practice",we will gradually enrich the cultivation path of students’ feelings of home and country in geography teaching,improve the cultivation system of feelings of home and country,and create a new education model of feelings of home and country in geography curriculum with Chinese characteristics.This study takes the students,teachers and geography classes of senior high schools in Henan Province as the research objects,uses three research methods,literature reading method,questionnaire method and teacher interview method,and based on constructivism cognitive theory,situational teaching theory and Maslow’s hierarchy of needs theory,mainly analyzes the research status and implementation status of the integration of Central Plains culture into high school geography curriculum for the education of national feelings.Based on the analysis results and existing problems,the corresponding optimization strategy is proposed.In addition,this study puts forward the teaching design principles and steps of integrating Central Plains culture into high school geography curriculum to carry out the education of national feelings,and takes "The Impact of Transportation Layout on Regional Development",Section 2 of Chapter 4 of Geography 2,Human Education Edition,as a teaching case to carry out the teaching design example.Through literature summary,questionnaire survey,result analysis and case analysis,the following conclusions are drawn:(1)Literature research shows that there are many achievements in the research on nationalistic education in history and politics,and most of the research is committed to the establishment of a nationalistic education system with disciplinary characteristics,and many specific implementation strategies and training programs are put forward.From the perspective of the research on the education of national feelings in high school geography,most literatures put forward the strategy of cultivating national feelings for the ultimate goal based on cultivating virtues and cultivating people,but few researchers put forward the integration of national feelings with geographical characteristics,and there are not many studies based on typical regional culture.At the same time,the literature research of the Central Plains culture focuses on the definition of its connotation,cultural transmission,the rise of the Central Plains,the strategy of promoting cultural soft power,etc.,and rarely integrates into geography classroom teaching,focusing on the research of integrating into ideological and political education in colleges and universities.(2)The study and perception state at the student level are analyzed through student questionnaire survey.The main findings are as follows: First,most students mainly obtain the Central Plains cultural resources through the Internet and do not have a deep understanding of them.Secondly,most students believe that teachers often conduct the education of feelings of home and country,with fixed integration links and diversified ways.Finally,most students believe that the teaching of geographical feelings based on the Central Plains culture is conducive to improving the learning quality of geography major,conducive to the comprehensive development of personal ideological and political values,and conducive to improving cultural confidence and learning interest.Most students believe that the cultural innovation of Central Plains should be strengthened in various aspects and it is very necessary to develop such school-based courses.Through the teacher questionnaire survey method and teacher interview method,the main results are as follows: First of all,most teachers believe that the teaching based on the Central Plains culture has many advantages to promote the quality of education,teaching and learning.Secondly,most teachers obtain Central Plains cultural resources mainly through the Internet,but only a few teachers participate in professional training,and some teachers lack systematic cognition of Central Plains culture.Although some teachers face many difficulties in implementing curriculum ideology and politics and innovative improvement measures need to be broken through,they have confidence in overcoming the difficulties.Moreover,most teachers have the ability to carry out home-country education based on the Central Plains culture,but the frequency of teachers’ integration is low,and practical activities need to be carried out.At the same time,most teachers believe that the time of integrating into the Central Plains culture for the education of national feelings should not be too long,should try to improve the ideological and political value of integration in a short time and ideological sublimation;Finally,the teacher believes that there are many innovative points in the education of Central Plains culture integrating national feelings,but the depth and strength of the culture with regional characteristics need to be further improved.At the same time,most teachers support the development of school-based courses with case studies,and ideological and political science classes can be further developed.Finally,in view of the investigation and summary of the current situation,this study puts forward five aspects of improvement strategies.The first is to strengthen the linkage of the five forces and build the path of integrating Central Plains culture into teaching;Second,excavate regional characteristic culture and create high quality cases of geographical ideological and political education;Third,update teachers’ teaching methods to promote the "horizontal +vertical" education of national feelings;Fourth,guide students to explore independently and internalize the deep value orientation of the central plains culture.(3)Based on literature review,research status and promotion strategies,the case design of integrating Central Plains culture into the national feelings teaching of high school geography is carried out.The first is to put forward the principle of teaching design: students as the main body,in line with the students’ cognitive law;Improve the core quality of students by taking the curriculum standard as the guidance;Close contact with life,create cultural penetration situation;Use information technology to enhance students’ sensory experience;Research practice as a supplement to guide students to deep learning;Combine with the development of The Times,absorb the cultural spirit power and other principles.Secondly,it gives the steps of teaching design.Firstly,it carries on the basic analysis and designs the teaching elements.Secondly,select ideological and political elements,choose the Central Plains culture;Then choose the teaching method,create the teaching environment;Finally,teaching activities are implemented and teaching reflection is carried out.Thirdly,specific teaching design examples are given.Firstly,the selection of teaching cases is based on Regional Culture and Urban and Rural Landscape,Section 3 of Chapter 2 of Geography 2.Secondly,summarize the elements of teaching case design;Finally,the concrete teaching process is presented.In summary,this study is mainly devoted to the research of high school geographer’s national sentiment education by integrating the Central Plains culture into geography teaching,in order to provide reference and reference for the development of high school geography and other secondary school disciplines.