Research On National Security Education Model Of High School Geography Based On Question Teaching

Education is the foundation of a century-long project,and the fundamental task of education is to build morality and cultivate people.Under the background of comprehensively promoting national security education into courses,teaching materials and campuses,national security awareness is organically integrated into geography knowledge teaching and ability cultivation through question-based teaching.Young people are in an important period of ideological formation,whether they have the sense of mission to safeguard national security with practical actions,related to the future of the country and the nation.However,the effective integration of high school geography and national security education needs further study.Therefore,the construction of a teaching modol for the high school geography national security has become an important issuse to promote education reform at present.Based on the national security theory with Chinese characteristics,constructivism learning theory and knowledge depth theory,this dissertation used literature research,questionnaire survey,interview and experimental investigation method,analyzed the basic elements of the teaching mode of the national security in high school geography,the "five-layer integrated" national security education model of high school geography based on question teaching was constructed and verified by experiments.The full text consists of four sections:First,from the domestic and foreign,horizontal and vertical perspectives of "national security education" and "question-based teaching" related literature,analyzed the significance and current situation of this research.Based on the research,this paper classified national security education in high school geography from the aspects of natural elements and human elements,and analyzed the relationship between question teaching and national security education.Second,the constituent elements of the teaching model of national security education in high school geography were analyzed.The country,schools and geography teachers were taken as the implementation subjects and the responsibilities that the three should undertake in this model were analyzed;High school students were taken as the cultivation objects and their geography learning rules were analyzed;High school geography curriculum standards and textbooks were taken as the cultivation carriers and the contents of national security education contained they contain were analyzed.Questionnaires were distributed to grasp the current status of national geographic security education and question-based teaching in high schools.Third,the "five-layer integrated" teaching mode of national security education of high school geography based on question teaching was constructed.The teaching model should be constructed from the following five aspects:(1)the rational layer to "adhere to comprehensive thinking,cultivating feelings of home and country;Relying on regional cognition,setting up the awareness of danger " as the basis.(2)The target layer relied on problems to cultivate the cognition,emotion and ability of national security.(3)The content layer taked the problem situation as the bridge and constructed the teaching content from two aspects: natural elements and human elements.(4)The program layer taked problem solving as the main line and penetrated national security education from four processes of "situation-problem-solutiontransfer" to construct teaching approaches.(5)The evaluation layer carried out the evaluation from the perspective of the diversification of evaluation methods and evaluation subjects,and provided feedback for the classroom implementation.Fourth,the application and effect test of "five-layer integrated" teaching mode.Take the "Ecological Protection and National Security" as an example to show the specific application of the teaching model.Teaching experiments showed that this model can effectively avoid the "floating on the surface" teaching phenomenon caused by the separation of subject knowledge and national security education,and improve students’ national security cognition,national security emotion and national security ability to varying degrees.