Research On Geography Enlightenment Education In Primary School Based On Interdisciplinary Involvement

As a subject studying the nature and the relationship between human and nature,geography plays an important role in coordinating the contradiction between human and nature.Faced with a series of environmental problems,the importance of geography education gradually highlights.The geography enlightenment education for primary school students is helpful to guide students to cultivate good space-time thinking and cultivate students’ environmental protection consciousness.However,there is a relative gap in geography education in primary school.Therefore,needs to explore a primary school geography based on disciplinary mutual enlightenment education paths,to solve the current primary school geography enlightenment education degree is insufficient,lack of effective teaching methods and the problems of the integration mechanism,so as to realize the geography subject to cultivate the students’education and ecological moral value,utility,achieve more scientific and reasonable educational target.After reading related literature both at home and abroad,on the basis of cognitive development theory,structuralism theory,humanism teaching theory as the instruction,using literature research,questionnaire survey method,content analysis,case analysis and other methods,the study of disciplinary mutual involvement theory,Chinese subject,for example,aims to explore a new geographic enlightenment education into primary school Chinese teaching way,method and path.In this paper,teachers and students from grade 1 to grade 6 of zhumadian sixth primary school were selected as the research objects to understand the current situation of geographical enlightenment in primary school and find out the existing problems through the questionnaire.On this basis,according to the relevant theory put forward the primary geography enlightenment education optimization strategy.Finally,combined with actual teaching cases,two teaching cases are designed from the two aspects of natural geography and human geography,and the optimization strategy of geography enlightenment education is implemented into specific teaching practice.Through the above research,the following conclusions are drawn in this paper:At present,there are many problems in primary school geography enlightenment education.From the perspective of teachers,the knowledge structure of most teachers needs to be improved,the awareness of interdisciplinary knowledge teaching needs to be strengthened,and the teaching form needs to be further improved.From the perspective of students,with the growth of primary school studentsf grade,students’knowledge of geography gradually increases,and the structure of their knowledge of geography is gradually optimized.However,students’ awareness of geography is relatively weak,and the enlightenment education of geography has not achieved good results.Improving teachers’ own knowledge structure system,strengthening teachers’ teaching awareness and standardization of interdisciplinary interaction,and improving teachers’ teaching forms can optimize pupils’geography enlightenment education.Teachers should keep up with the requirements of The Times,learn the latest advanced experience of interdisciplinary intervention at home and abroad,and strengthen their teaching awareness and standardization of interdisciplinary intervention.In addition,teachers should enrich the teaching forms according to the actual situation and teaching needs.After analyzing the geographical knowledge contained in primary school Chinese,this paper designs two teaching cases of natural geography and human geography respectively for the practice of primary school geography enlightenment education.Through teaching reflection,found that for teachers,accurately grasp the language knowledge and the junction of geographical knowledge,explore ways to expand the knowledge level of learning,to timely with the geographical knowledge in the classroom,the obscure concept of geographical knowledge into the students needed to understand the life language can effectively improve the effect of geographical enlightenment education in elementary school.