Research On The Application Of Guangxi Red Culture In High School Geography Teaching From The Perspective Of Curriculum Civics

As a discipline that transmits cultural knowledge,geography has become a new research topic for geography educators in the context of the new national requirements for the ideological and political education of young people,and how to tap into the ideological and political education elements contained in the geography curriculum to realize the value of all-round education.Red culture is rich in national sentiment,revolutionary spirit and other ideological and political elements,and it can be used as an important carrier of ideological and political education to help geography teachers implement curriculum ideology in geography teaching,which is of great significance for implementing core literacy of geography subjects,bringing into play the nurturing value of geography teaching and enhancing patriotic feelings of secondary school students.In view of the fact that there is still a large research space in the current practical research of integrating Guangxi red culture into geography teaching,the study will be based on Dewey’s pragmatic moral theory,carry out a questionnaire survey on the current situation of integrating Guangxi red culture with geography teaching,analyze the existing problems,further sort out and classify Guangxi red culture resources,and follow the principles of applicability,distinctiveness and sustainability for Guangxi red culture resources Screening.Combining the analysis results of literature,the methods and strategies of integrating Guangxi red culture into high school geography teaching are explored,and the application effectiveness is analyzed with the help of specific teaching case practice,in order to provide case references for geography educators to apply red culture combined with geography knowledge in daily teaching.The study investigated the current status of the application of Guangxi red culture in high school geography teaching,and found the following problems: first,Guangxi high school students and front-line geography teachers have too superficial an understanding of red culture,the ability to develop and apply red culture resources needs to be improved,and the awareness of resource development is poor;second,there are many difficulties in integrating Guangxi red culture into high school geography teaching,and the specific difficulties Second,there are many difficulties in integrating Guangxi red culture into high school geography teaching,including teachers’ own lack of energy,lack of quality cases to learn from,lack of support from schools,etc.Based on the above problems and difficulties,we sort out and classify the red culture resources in Guangxi,analyze the screening principles of red culture resources and the ways of integrating red culture into geography teaching in the literature,and propose the application strategies of integrating Guangxi red culture into geography teaching,specifically the strategies are "geography teachers should create teaching situations based on the characteristics of red culture resources examples,cooperate to develop red The specific strategies are " geography teachers should create teaching contexts based on the characteristics of red cultural resources,cooperate to develop red geography teaching cases,and seek support from many aspects of society to carry out red geography extracurricular practice activities.Based on the above approaches and strategies,we have selected the natural and humanistic geography knowledge of Compulsory 1 and 2 of the high school geography(Xiangji version)to design a case study on the integration of red culture and geography knowledge,forming a unique red geography teaching case library.The study takes the chapter "Karst Landforms" as an example,and based on the theory of contextual teaching,a relevant red geography lesson case was designed as well as a student questionnaire and a teacher interview questionnaire used to evaluate the teaching effectiveness were developed and carried out after the empirical evidence was completed.According to the results of the case implementation,teachers and students affirmed the positive effect of the application of red cultural resources on students’ geography learning,and found that compared with traditional teaching,the introduction of red cultural materials in the geography classroom could improve students’ interest in learning,students’ core literacy such as geographic area cognition and integrated thinking could be effectively implemented,and students’ understanding and knowledge of China’s national conditions,national history,and hometown could be enhanced.In turn,students’ patriotic feelings and patriotic behavior can be cultivated.