Research On Question Teaching Strategies In High School Geography From The Perspective Of Subject Integration

The new era has given a new meaning to the requirements of talent training,with more emphasis on the cultivation of composite and innovative talents.With the new curriculum reform,subject integration and problem-based teaching have been incorporated into the new version of the high school geography curriculum standards,and it is necessary for high school geography teachers to gain an in-depth understanding of them and apply them to geography teaching.In addition,the comprehensive nature of the subject of geography,with its large span of knowledge,intersection and complexity,makes it difficult for students to understand and master some of the important and difficult points of knowledge in senior secondary geography by relying only on the experience of a single subject and rote learning.Against this background,this thesis investigated and researched the integration of disciplines,problem-based teaching,problematization of geography knowledge,contextualization of problems and living of situations in the context of the current high school curriculum in China,and incorporated relevant disciplinary knowledge and methods in the process.On the one hand,it can enrich the theory of teaching in the high school geography classroom;on the other hand,it helps students to link up the subjects they have studied,integrate them and construct their knowledge system horizontally;through the design of real problem situations and problem chains,it can also stimulate students’ subjective initiative of inquiry and improve their comprehensive thinking ability;at the same time,it also puts forward higher requirements for high school geography teachers,urging them to pursue lifelong learning,continuously expand their knowledge reserves and improve their teaching level.This thesis was guided by constructivist theory,learning transfer theory,multiple intelligences theory and nearest development area theory,and used literature research,questionnaire survey,case study and classroom observation methods.The overall framework of the thesis was constructed on the basis of reading and collating literature related to subject integration and problem-based teaching.Then a questionnaire survey was adopted to find out the basic knowledge of senior secondary geography teachers and senior secondary students about subject integration and problem-based teaching,as well as the actual application,in order to analyze what problems exist in incorporating subject integration in problem-based teaching.Based on this,the paper proposed corresponding teaching strategies and selects the knowledge points in the 2019 Humanities Edition of Compulsory Book 1 of Senior Secondary Geography as case studies to integrate the above teaching strategies for teaching design and implementation.Firstly,the literature research method was used to read and collate a large amount of literature related to subject integration and problem-based teaching,so as to understand the background and significance of this study,summary the current situation of domestic and international research on subject integration and problem-based teaching,and discover the deficiencies and shortcomings.Based on this,the research ideas and methods of the thesis were clarified,relevant concepts were defined,and the research was carried out according to the designed technical line under the guidance of relevant theoretical foundations.Secondly,the questionnaire method was used to design teacher and student questionnaires for the application of subject integration and problem-based teaching in high school geography teaching,and the data were collected from first-line geography teachers in high schools in Yongcheng City and senior students in a high school in Yongcheng City.The following issues were found:(1)The implementation of subject integration and problem-based teaching,and the need to improve the professionalism of some geography teachers;(2)the problem situation creation was relatively less active,and the subject integration was not deep enough;(3)students’ problem awareness and inquiry ability were not strong;(4)students’ knowledge transfer ability needed to be improved;(5)teaching evaluation was not perfect and in a single form.Based on the analysis of the above problems,the problem-based teaching strategies of high school geography from the perspective of subject integration were explored,and the thesis proposes the following teaching strategies:(1)Change the teaching concept and improve the question teaching level of geography teachers;(2)Implement discipline integration and actively create problem situation;(3)Cultivate problem awareness,inquiry ability,promote the development of students;(4)Promote students’ ability to integrate disciplines and cultivate comprehensive thinking;(5)Carry out diversified assessment to guarantee teaching effectiveness.Finally,the case study method and classroom observation method were used to carry out teaching design with the theme of subject integration and problem-based teaching,carry out classroom teaching practice,and conduct a summary and reflection.,"Atmospheric Thermal Circulation" in Book 1 of the Compulsory Geography of the 2019 Human Education Edition was as a case study,In summary,this paper found that there were still some problems in the application of subject integration and problem-based teaching in high school geography teaching through teachers’ and students’ questionnaires,and proposed teaching strategies corresponding to the existing problems,and finally designed teaching cases accordingly and applies them in classroom teaching with good teaching effects.The innovation of this paper was that the integration of subjects and problem-based teaching has been researched in foreign countries,and is gradually receiving more and more attention in China,but the integration of geography with other subjects and the combination with problem-based teaching is relatively rare.However,due to the author’s less practical teaching experience,my overall grasp of the material was not deep enough,and the teaching strategies proposed for subject integration and problem-based teaching need to be polished over time and continuously improved.