Research On The Infiltration Of Multidisciplinary Knowledge In Geography Teaching In Senior High School

With the promulgations and implementation of the new curriculum reform,more and more attention has been paid to the overall development of students in the teaching process.Geography plays an increasingly important role in the cultivation of students’ comprehensive and innovative ability in high school geography classes because of its comprehensive disciplinary characteristics,which not only meets the requirements of the society for comprehensive and innovative talent cultivation,but also promotes the further development of geography.Comprehensiveness is one of the characteristics of geography,and since the implementation of the new college entrance examination 3+3 mode in Shandong province,the number of students choosing geography as a single subject has been relatively high.How to promote the all-round development of students through geography is an urgent problem to be solved.It is of great significance to carry out multi-disciplinary infiltration teaching in high school geography for implementing geography curriculum standards and promoting students’ all-round development.This study analyzed and sorted out the domestic and foreign research progress of geography teaching,geography interdisciplinary teaching and geography multi-disciplinary infiltration teaching,determined the research method,defined the meaning of "multi-disciplinary infiltration in high school geography teaching" in this paper.To line one of high school teachers and students,high school geography textbooks of Shandong education edition(2019 edition)required Ⅰ and compulsory Ⅱ materials and 2015-volume of Shandong using geographic college entrance examination in 2021 as the research object,the combination of teaching materials and exam content,multidisciplinary knowledge carding combined with multidisciplinary knowledge application present situation investigation,the combination of qualitative description and quantitative analysis method,Based on the questionnaire,teaching materials and college entrance examination questions of interdisciplinary knowledge infiltration quantity characteristics as the main line,analysis its means of penetration and the inner link between knowledge,high school geography subject and other subjects,the relationship among combination of Liaocheng city in Shandong province in a few a line of senior middle school geography teachers and students of multidisciplinary penetration teaching present situation investigation,This paper discusses the problems existing in teaching and puts forward corresponding strategies.Finally,under the guidance of learning transfer theory,multiple intelligence theory,Marx’s theory on the comprehensive development of human theory and other theories,based on case analysis,the case design of high school geography multidisciplinary knowledge infiltration teaching.The results show that:(1)In the required textbooks of Shandong education edition(2019 edition)and the examination papers of Shandong geography in recent years,the infiltration mode,location and quantity of knowledge of various disciplines have certain rules;(2)Although most of the teachers and students in the survey sample have realized the importance of infiltrating relevant subject knowledge into high school geography,there are still some problems,such as the small amount of relevant subject knowledge,the lack of subjective initiative of students,and the incoordination of subject progress;(3)It is necessary to strengthen the exploration and practice of multi-disciplinary knowledge penetration at all levels of geography teaching and learning in senior high schools.Including teachers to increase the interaction of infiltration activities,students to further develop their comprehensive thinking ability.In addition,the school should actively carry out management innovation,strengthen the exchange and cooperation of various subjects.