Current Situation And Optimization Strategy Of “Feelings Of Home And Country” In The Process Of Geography Teaching In Senior High School

“Feelings of home and country” refers to an individual’s sense of identity,mission,responsibility,and strong and uncontrollable love for their hometown and motherland.The cultivation of “feelings of home and country” in the geography discipline aims to familiarize students with the natural geographical and cultural environment of their hometown and motherland,understand the advantages and problems they face in their development,identify with their excellent traditional culture,and enable students to take building their hometown and motherland as their own responsibility,with full confidence in the development of their hometown and motherland.Strengthening the cultivation of“feelings of home and country” in geography teaching in senior high schools can deepen students’ understanding of their hometown and motherland,strengthen their sense of social responsibility,deepen their love for their hometown and motherland,and enhance national cohesion.It is beneficial for students to plan their own lives based on the development needs of their hometown and motherland,and it is also conducive to enhancing students’ cultural self-confidence and boldly moving towards the world.This article adopts research methods such as literature survey,observation,questionnaire survey,experiment,experience summary,analysis and induction.Research found that senior high school geography is closely related to “feelings of home and country” education,teachers and students are very support “feelings of home and country” education.It has been found that there are mainly the following problems in senior high school geography teaching about“feelings of home and country”education:First,teachers and students are not very clear about the concept of“feelings of home and country”,there is no clear teaching objectives or learning direction.Second,the lack of class hours,resulting in teachers do not have enough time to educate students on“feelings of home and country”.Third,there is a lot of pressure for further education,so there is not enough energy to carry out “feelings of home and country” education for students.Fourth,the teaching resources cultivated by “feelings of home and country”are not developed enough and are not used reasonably enough.This article provides detailed analyses of the cultivation strategies of “feelings of home and country” education in high school geography teaching from the perspectives of before class guidance,in class cultivation,and post class consolidation.Taking“Urbanization” as an example,I designed a classroom teaching and after-school practice case on cultivating “feelings of home and country” in high school geography teaching.Through student testing,classroom observation,observation of after-school practical activities,feedback from teachers and students.it is found that the implementation effect is good and indeed conducive to cultivating students’ “feelings of home and country”.Finally,the following conclusions are drawn:(1)Principles for cultivating “feelings of home and country” in the process of senior high school geography teaching: First,the guiding principle of curriculum standards.The second is the principle of “stick in a pin wherever there’s room”.The third is the principle of “put quality before quantity”.The fourth is the principle of gradual progress.Fifth,the principle of development.The sixth is the principle of reasonable utilization.(2)The evaluation method for cultivating“feelings of home and country” in geography teaching in senior high schools: Teachers can evaluate from the perspectives of familiarity with the natural geographical and cultural environment of their hometown and motherland,recognition of the excellent traditional culture of their hometown and motherland,concern for the development of their hometown and motherland,and whether they take the construction of their hometown and motherland as their own responsibility.Teachers can understand students’ “feelings of home and country” in geography through daily behavior observation,observation in and out of class teaching practice activities,interviews,written tests,and other methods.It is difficult to quantify the level of “feelings of home and country” of students in geography,but the conclusions drawn through multi-angle evaluation and multiple ways of understanding still have certain reference value.(3)Optimization strategies for cultivating “feelings of home and country” in senior high school geography teaching: First,increase the promotion of “feelings of home and country” education in the geography discipline,and improve teachers’ “feelings of home and country”accomplishment.The second is to establish a local geography teaching resource database at the school or city level.The third is to train geography teachers and supplement the lack of teachers,especially in rural senior high schools.Fourth,make full use of various geographical teaching methods to permeate “feelings of home and country” education.Fifth,strengthen the education of “feelings of home and country” in the evaluation of geography teaching.Sixth,do a good job of infiltrating education with “feelings of home and country” before,during,and after class.Seventh,to improve the level of information technology of geography teachers.Due to limitations in time,energy,and ability,there are still problems in this study such as short testing time,small samples,and few teaching practice cases,which need to be continuously supplemented and improved.