Research On The Problems And Countermeasures Of Integrating "The Silk Road Economic Belt And The 21st-century Maritime Silk Road" Initiative Into High School Of Henan Province Geography Teaching

“ the Silk Road Economic Belt and the 21st-Century Maritime Silk Road ” Initiative faces a shortage of talents in the implementation process,and strengthening personnel training is a top priority.The revised General Senior High School Geography Curriculum Standards in 2017 set clear requirements for the teaching of the initiative,It is precisely because of this need that this paper takes the geography teaching about the Middle East in some middle schools of Henan Province as an example,investigates the situation of the initiative into geography teaching,analyzes the existing problems and causes,proposes countermeasures,and hopes to provide reference for improving the teaching effect of integrating the initiative into middle school geography in our country.The study found that a higher proportion of geography teachers in Henan Province have a certain understanding of the basic situation and importance of the initiative,the basic situation of the Middle East and the significance of geography teaching to the implementation of the initiative.Most students are aware of the basic concepts of the initiative,believe that initiatives have an impact on their lives,and have an interest in learning and advocacy initiatives.It shows that the initiative has been integrated into the middle school geography teaching to a certain extent.At present,the main problems involved in the integration of high school geography teaching are as follows:Teachers' overall cognition and attention are not high,and there are few related teaching activities,but there are regional differences.Among them,urban school teachers do the best,county school teachers are second,and school teachers in townships and below are the worst.In addition,most students do not have enough awareness and attention to the relevant content of the initiative,lack of motivation for learning,and few ways to learn.They do not have enough understand the outstanding problems faced by the initiative in the implementation of the Middle East,and there are also regional differences.Among them,high school students in urban schools performed the best,high school students in county schools followed,and high school students in towns and towns had the worst performance.However,in the middle school geography textbooks,the rationale for compiling the relevant content of the initiative is completely opposite.The high school students in the township and below deem to have the highest rationality,and the urban school high school students believe that the rationality is the lowest.Therefore,the geographical differences in the effect of the initiative to integrate high school geography teaching have been formed.The analysis also found that the current textbooks do not match the new curriculum standards,the content of the college entrance examination subjects is less involved,the lack of publicity and input of the school and local governments,and the low requirements for the teaching requirements of the new curriculum standards are not conducive to the integration of the initiative into the curriculum.The above-mentioned problems indicate that the current integration of “the Silk Road Economic Belt and the 21st-Century Maritime Silk Road” initiative into geography teaching in high schools in Henan Province is not optimistic,and it is also an important factor in the formation of this situation.In addition,teachers' personality factors influence the cognition of the initiative and the implementation level of related teaching activities.For example,male teachers are much higher than female teachers,and secondary education teachers perform poorly in teaching practice activities,However,when it comes to the Middle East in the geography class,it has performed better in terms of initiatives.In response to the above problems and reasons,this paper proposes the following countermeasures:In the process of teaching,teachers should consciously connect,expand,integrate and apply geography knowledge related to the initiative,design inquiry questions and practical activities,and stimulate students' motivation.Students should pay attention to the initiative education in the classroom and use various ways to understand the knowledge and progress of the initiative.And closely related to geography curriculum learning;schools should create an environment conducive to teacher and student learning initiatives,encourage teachers to study and summarize the experience of the initiative to integrate into the subject teaching;governments at all levels should increase investment and often promote initiatives.