Research On Integrated Teaching Of Geography In Senior High School Based On Comprehensive Thinking

The current branch teaching system separates the organic links between different disciplines,restricts the comprehensive development of students,and limits teachers to their own professional knowledge of their own disciplines,which is contrary to the requirements of education in the new era for the cultivation of general talents.Geography is a comprehensive discipline with both natural and social attributes.Integrative teaching in geography has unparalleled advantages over other disciplines.The "General High School Geography Curriculum Standards(2017 Edition)" succinctly proposes the four core qualities of the geography discipline,and comprehensive thinking as the most basic discipline thinking method has received much attention.We need to further explore whether and how geography integrates with other disciplines,and how integrated teaching of geography affects the development of students’ comprehensive thinking.Based on the existing research foundation of predecessors,combined with teaching practice,with the help of CiteSpace,SPSS,and other relevant tools,this article conducts research on interdisciplinary integration teaching based on comprehensive thinking cultivation through literature research,questionnaire survey,experiment,and action research methods.The full text includes five parts: The first part is an introduction,which mainly describes the background,significance,current situation,methods,and technical routes of the study;The second part mainly introduces the relevant concept definition and theoretical basis;The third part analyzes the integration of geography and other disciplines from various aspects such as knowledge integration and integration of geographical college entrance examination questions,and clarifies the necessity of subject integration teaching;The fourth part constructs the evaluation criteria for the comprehensive thinking level of geography,and understands the current situation of interdisciplinary teaching in schools through questionnaires between teachers and students;The fifth part is an empirical study.In order to explore the impact of discipline integration teaching on the development of students’ comprehensive thinking,this article conducted a practice of discipline integration teaching,and conducted a horizontal comparison and longitudinal analysis of the pretest and post test scores of the experimental class and the control class.Finally,the main conclusions are as follows:(1)There is a significant relationship between high school geography and multiple disciplines,with biology,physics,and chemistry being the most closely related sciences.The comprehensive characteristics of geography determine the need for integrated teaching of geography disciplines;(2)Teachers and students widely agree on the positive role of integrated teaching in geography,but the current situation of its application is not optimistic.Although students are very fond of interdisciplinary teaching,and most geography teachers acknowledge its positive role,due to limitations such as teachers’ knowledge reserves and school curriculum arrangements,teaching applications are less frequent;(3)Disciplinary integration teaching is conducive to improving students’ academic performance,but the improvement is small,and the difference between the two classes is not significant;(4)Disciplinary integration teaching is conducive to the development of students’ comprehensive thinking literacy.Whether it is a horizontal comparison of experimental data between the experimental class and the control class,or a vertical comparison of the experimental class itself,subject integration teaching is conducive to the development of students’ comprehensive thinking;(5)The classroom atmosphere of interdisciplinary teaching is more active,and it also puts forward higher requirements for teachers’ classroom control ability.The students in the experimental class have strong learning enthusiasm and autonomy,and can answer questions more enthusiastically.However,the classroom is relatively noisy,requiring strict control by the teacher.