Research On The Development And Design Of Interdisciplinary Thematic Learning Courses In Junior Middle School Geography

Chinese education mainly stresses on the“comprehensive development”of students with six core literacy regardless of disciplines,that is,humanistic background,scientific spirit,learning to learn,healthy life,responsibility,practice and innovation.The expression of core literacy varies among different disciplines,and the core literacy of geography includes the concept of human-earth coordination,comprehensive thinking,regional cognition,and geographical practice.In April,2022,the Ministry of Education issued "Geography Curriculum Standard for Compulsory Education(2022 Edition)"(hereinafter referred to as "2022 Edition of Curriculum Standard"),which clearly stated that "the class capacity of interdisciplinary subject learning in geography curriculum should not be less than 10% of the total class hours of this course".It is necessary to carry out interdisciplinary thematic learning whether from cultivating students’ core literacy or cultivating scientific cognition of the world.We shall incorporate interdisciplinary thematic learning into the content of geography curriculum,and put geography classroom in the real natural and social scene,allowing students explore the relationship between man and land in practical activities,acquire learning skills and enhance their sense of social responsibility.The operational difficulty of interdisciplinary thematic learning lies in curriculum design.Therefore,this paper focuses on the development and design of interdisciplinary thematic learning courses in junior middle school geography,aiming to provide more possibilities for its development,and provide a design process with reference value for the specific implementation of the courses,thus promoting the its systematization and modeling in junior middle school geography teaching.Firstly,it applies the method of literature research to sort out the development situation of interdisciplinary thematic learning at home and abroad,comb through its development trend.It shows that most developed countries and educational organizations in the world are emphasizing the connection between disciplines and promoting the comprehensive implementation of courses.The research on interdisciplinary thematic learning in China is gradually starting,but there is still a lack of authoritative and systematic research,especially the further research in geography that may help to clarify the main direction of this paper.Secondly,it takes the methods of statistical analysis and questionnaire survey,makes a statistical analysis of the correlation between geography and other disciplines in junior middle school,understands the views of junior middle school geography teachers on interdisciplinary theme learning courses at different stages and the specific development and design status quo,clarifies the main disciplines with high correlation in interdisciplinary teaching of geography,and expounds the necessity of studying its development and design in junior middle school geography.Thirdly,from the above contents,it takes constructivism theory,multiple intelligences theory,cognitive development theory,learning transfer theory and other related teaching theories as the theoretical basis of this study.It relies on the 2022 Edition of Curriculum Standards,determines that the specific links of interdisciplinary thematic learning curriculum design of geography courses include the selection of learning themes,the formulation of learning objectives,the selection and implementation of learning forms and the development of learning evaluation.It studies the 2022 Edition of Curriculum Standards,develops the theme of interdisciplinary theme learning,providing reference for the development of the theme content of interdisciplinary theme learning courses.According to the curriculum design mode of interdisciplinary thematic learning in junior model school geography,it designs two teaching cases,project-based learning and unit-based learning.