Research On The Practice Of Chinese Teaching Integrating Geographical Knowledge From The Perspective Of Discipline Integration

Discipline integration is an inevitable requirement for technological innovation and discipline development.Therefore,the high school curriculum plan emphasizes the intervention and integration of multidisciplinary curriculum resources to better solve students problems in the process of learning in this subject,so as to improve students comprehensive problem analysis and problem-solving ability.There are many existing studies on the integration of disciplines,but there are few studies on the integration of Chinese and geography disciplines.This study aims to deeply explore the correlation between Chinese and geography disciplines,find an entry point for discipline integration,and build an organic relationship between Chinese classroom teaching and geography knowledge based on Chinese disciplines as a whole.Through the method of literature research,it can be seen that discipline integration is the general trend of international development,and China research in this regard started slightly late,mainly focusing on interdisciplinary research in the stage of higher education.With the continuous deepening of the new curriculum reform,China has accelerated the pace of research in the field of discipline integration in recent years,mainly focusing on a certain discipline and studying its integration with multiple disciplines or single disciplines.At present,in the exploration of the integration of Chinese disciplines,there is a lack of knowledge based on Chinese disciplines and integrating geographical disciplines to help Chinese teaching.The exploration,especially the practical exploration of the teaching of unified textbooks.Through questionnaires and interviews,we have an in-depth understanding of front-line teachers and students understanding,understanding and acceptance of subject integration,so as to ensure that this practice is feasible.On the basis of fully understanding the background of discipline integration and the current situation of the integration of Chinese disciplines and geography disciplines,combined with the actual situation of Chinese classroom teaching,and relying on the unified version of high school Chinese textbooks,effective teaching practice has been carried out,mainly from the following aspects: First,the knowledge points of geography are turned into Chinese curriculum resources,and in the unified compilation of textbooks.Second,integrate the geographical thinking model into the construction of the Chinese classroom,reasonably transfer the ideas and methods of geography to Chinese classroom teaching,and develop from four aspects: human-land coordination,comprehensive thinking,regional cognition and geographical practice.third,the results of this teaching practice are tested with the application test results of applied detection disciplines,which can most intuitively reflect students learning level,mainly using Chinese test questions involving geographical knowledge points and geography test questions involving Chinese literacy to establish Effective evaluation and feedback mechanism.This research practice has certain significance.It can meet the requirements of strengthening discipline integration in curriculum reform,deepen students understanding of Chinese curriculum knowledge and skills in geography,so that as many teaching resources as possible can serve the teaching of Chinese subjects.At the same time,the improvement of Chinese literacy can also help to improve students comprehensiveness.Use the knowledge of the two disciplines to observe problems,analyze problems and solve problems,form a comprehensive,complete and open problem-solving ability based on students development needs,and promote the all-round development of students.It can enrich Chinese curriculum resources to the greatest extent,invisibly integrate curriculum boundaries,break through disciplinary barriers,and constantly Update Chinese curriculum resources to meet the needs of classroom diversification.It will also further improve the curriculum construction after the reform and provide them with certain practical experience,so that teachers can not only have solid professional knowledge,but also broaden their knowledge fields and widely understand the relevant knowledge of other disciplines,which will help quickly improve schools.The professional skills and professional quality of Chinese teachers are also of positive significance for promoting the connotation development of the school and the improvement of the quality of Chinese teaching.