Current Situation And Strategy Of Territorial Sovereignty Awareness Education In Geography Teaching Of Middle Schools

In the context of a new era,the relationship among population,resources and environment is becoming increasingly tense,and thus countries all over the world are scrambling fiercely for territorial rights and resources.The awareness of territorial sovereignty began to be incorporated into the geography education system of middle schools in China.It is not only the trend of the times to strengthen this awareness but also the inevitable reflection of the country's prosperity and national revival.Studying the cultivation of territorial sovereignty awareness can enrich the theories and methods of education for territorial sovereignty awareness,and provide reference for the education of territorial sovereignty awareness in the subject of middle school geography.With the aim of cultivating the territorial sovereignty awareness of middle school students,this paper discusses about the connotation of territorial sovereignty awareness education by using literature analysis method,comprehensive induction method and questionnaire survey,and then analyzes the content of territorial sovereignty awareness in middle school geography textbooks.In addition,the author has investigated the present situation of middle school students' territorial sovereignty awareness in Changsha City by means of on-the-spot investigation,and put forward effective strategies.The following conclusions are drawn through the research:(1)The current situation of middle school students' territorial sovereignty awareness is worrying.Influenced by factors like teaching evaluation methods,teachers' quality,and the importance attached by schools,middle school students have a strong sense of sovereignty andnational awareness.However,their spatial awareness and territory awareness are weak,and their perceptual knowledge is generally higher than rational knowledge.(2)The rich connotation of territorial sovereignty awareness education in geography teaching is mainly embodied in the four dimensions: spatial awareness,territory awareness,sovereignty awareness and national awareness.These four dimensions of territorial sovereignty awareness are mutually reinforcing and penetrating.The cultivation of spatial awareness and territory awareness should be emphasized in specific teaching,so that students' ability to analyze and solve problems can be cultivated through changing perceptual knowledge to rational knowledge.(3)Geography textbooks are the main carrier of territorial sovereignty awareness education.The setting and compilation of content directly influence the cultivation effect of territorial sovereignty awareness.At present,there are some problems in middle school geography textbooks,such as less content of territorial sovereignty education and weak territory awareness.In the future preparation of textbooks,relevant knowledge should be supplemented.Teachers should choose appropriate teaching methods to optimize the processing methods of textbooks.(4)The content of territorial sovereignty awareness education has the characteristics of multi-disciplinary intersection,comprehensive and rich curriculum resources.In specific teaching,teachers should pay attention to the optimization and integration of educational resources,such as integrating curriculum resources,network hybrid resources and practical activities among disciplines,so that they can develop school-based curriculum with local characteristics.(5)Only when schools,teachers and students are actively involved injointly creating a teaching environment conducive to the cultivation of territorial sovereignty,can the education of territorial sovereignty awareness be promoted in middle school geography.