The Present Situation And Countermeasure Research Of Geography Subject Integration Teaching In Middle School

Geography has the comprehensive nature of crossing natural science and social science.Geography is a natural interdisciplinary comprehensive course.Since the 21 st century,with the increasing trend of curriculum integration,the integrated teaching value of geography has become increasingly apparent,which has attracted more and more attention from the academic circle.In the curriculum reform,it is proposed that the college entrance examination reform should integrate more knowledge of other disciplines.Society and country call for general and comprehensive talents;The subject of geography in middle school has the characteristics of comprehensiveness and life,and its subject attribute and educational goal have common features with subject integration.As a form of middle school geography curriculum,subject integration teaching contains abundant educational value and provides a concrete curriculum carrier.However,due to the lack of integrated teaching ability of geography teachers in middle school and the lack of concrete and operational approaches,there are still significant problems in the implementation of integrated teaching in geography.Centering on the theme of "Research on the current situation and Countermeasures of integrated teaching of middle school geography subjects",this study follows the thinking path of "raising questions--analyzing problems--solving problems--practical application",and carries out research from the following aspects.First of all,this study conducted a survey on the current situation of integrated teaching of geography subjects in middle schools by issuing questionnaires.The Survey on the Current Situation of Integrated teaching of Geography in Middle School is conducted from three dimensions,namely,knowledge of integrated teaching,ability of integrated teaching and affection of integrated teaching.SPSS(26 version)was used for mathematical statistical analysis of the scale data,and the following results were obtained:(1)The contrast between the subject integration teaching affection and knowledge ability of middle school geography teachers;(2)The problem of asynchronism between teaching years and knowledge ability growth;(3)The cultivation of integration teaching ability of geography teachers.Secondly,on the basis of the investigation and analysis of the current situation,aiming at the lack of concrete implementation path of geography integration teaching in middle school,this paper puts forward the corresponding basic mode of geography integration teaching in middle school: "four levels and nine rings".The results show that simple theoretical knowledge is not enough to realize the real integration of subjects in middle school geography teaching,and the concrete implementation needs to have an operable practice path.Based on the theory of anchored teaching,large unit teaching and the current situation of middle school geography teaching,this study constructs the "four stages and nine rings" model of integrated teaching of geography subjects.The implementation framework mainly includes four stages and nine basic links:(1)big concept integration--promoting the integration of integrated knowledge of subjects,mainly big concept and integrated teaching links,seeking the unity of the top level of teaching design;(2)Big goal setting--promoting the implementation of core literacy,including three basic links: subject integration teaching goal setting,subject integration content reconstruction,comprehensive learning task determination and project selection;(3)Big task driving--the carrier of cultivating comprehensive thinking,including four basic links: problem group setting,comprehensive situation creation,problem inquiry task driving,construction of integrated knowledge structure and generation of interdisciplinary comprehensive ability.It mainly decomposes problems,gradually completes problem exploration,and finally links and integrates construction of integrated knowledge structure to generate interdisciplinary comprehensive ability.(4)Big goal evaluation--testing the effectiveness of teaching,including the evaluation of the achievement degree of subject goals and subject integration goals.Performance evaluation,process evaluation and summative evaluation are adopted in the evaluation methods.Finally,it is the case design of subject integration under the guidance of "four orders and nine rings"mode.Two sections,namely,"Agricultural Location Factors--Attacking Cherries"in human geography and"Water Cycle--Sponge Campus"in physical geography,are selected to carry out the teaching design according to the links of the"four steps and nine rings"model proposed in this study.The two cases have different emphases,mainly in order to verify the rationality of the model from various aspects,and provide a reference for first-line geography teachers.The key innovation point of this study is to use SPSS(version 26)to make a quantitative analysis of the integrated teaching literacy of middle school geography teachers,and to construct a "four-order and nine-ring" model of integrated teaching of middle school geography based on the current situation.However,the research also has some shortcomings.The depth of the research needs to be strengthened and the construction of theoretical framework needs to be tested in real teaching practice.