Research On The Application Of Geography Knowledge In History Teaching Of Senior High School

There is a close connection between history discipline and geographic knowledge.With the introduction of historical core literacy,clear requirements have been made for students’ necessary abilities and knowledge level.Judging from the comprehensive liberal arts test of the college entrance examination in recent years,the trend of its proposition tends to be the intersection and integration of knowledge among the three disciplines of politics,history and geography,which also requires history teachers in high schools to infiltrate relevant subject knowledge into history discipline in classroom teaching.The purpose of introducing geographic knowledge into high school history teaching is to better improve the quality of the history teaching,and at the same time to achieve the effective effect of history teaching,which is in line with the development requirements of the education model and educational system reform in the new era,and is conducive to students’ consolidating historical knowledge,improving their learning ability,cultivating values,and strengthening their deep understanding of historical knowledge.After sorting out and analyzing the current research status,it is found that although scholars have conducted research on the application of "geographical knowledge" and "historical geographic knowledge" to high school history teaching,there is still a lack of systematic analyses on the application of geographic knowledge to high school history teaching in the unified edition of high school history textbooks.The purpose of this paper is to provide some reference for the use of geographic knowledge in high school history teaching,and to provide feasible new teaching ideas and new methods for front-line history teachers.By discussing the necessity of geographic knowledge in high school history teaching,this paper emphasizes the specific value of geographic knowledge in high school history teaching from three aspects: implementing the core literacy of history,adapting to the reform of the college entrance examination and improving students’ ability.It analyzes from the three levels of knowledge,ability and values,and concludes that applying geographic knowledge to high school history teaching can deepen students’ understanding of historical knowledge,improve their interest in learning,help them form a three-dimensional space concept,cultivate their thinking ability,and also cultivate their feelings of the family and country,improve the awareness of ecological and environmental protection.In view of the related knowledge of historical geography involved in this paper,on the basis of the unified edition of high school history textbooks,the content of geographic knowledge involved in the textbook is integrated from the two aspects of historical physical geography and human geography.By adopting the survey research,the students from two high schools and the first-line history teachers in Liaoyuan City,Jilin Province were selected to conduct a questionnaire survey,aiming at presenting the specific application of geographic knowledge in high school history teaching,finding problems and finding out the cause by combining the acquired information.In light of the problems in the current situation,this paper proposes feasible strategies for applying geographic knowledge to high school history teaching from the perspective of teachers’ teaching,and in the meanwhile discusses that the application of geographic knowledge in high school history teaching should follow principles of appropriateness,student-centered,scientificity,and compliance to textbooks,and flexibility.Finally,taking the fifth lesson of the unified edition of high school history textbooks "Regime Changes and Ethnic Blending of the Three Kingdoms,the Western and Eastern Jin,and the Southern and Northern Dynasties" as an example,a teaching case analysis is carried out to explore how geographical knowledge is applied to high school history teaching,further illustrating the feasibility in the application of geographical knowledge to high school history teaching.