Action Research On Interdisciplinary Thematic Learning Activities In Middle School Geography

With the deepening of core literacy promotion,the "Compulsory Education Curriculum Plan(2022 Edition)" proposes interdisciplinary thematic learning based on the background of current subject-based courses.This is an effective measure to realize the integration and practicality of the curriculum,and to strengthen the connection between subjects.Interdisciplinary thematic learning is a positive measure to achieve curriculum integration and practicalization,based on the current subject-based curriculum background.To deepen the cultivation of students’ core literacy,more and more schools have begun to explore interdisciplinary learning,and at present,research on interdisciplinary thematic learning is mostly theoretical research,with less action research.How to effectively carry out interdisciplinary thematic learning,and how to evaluate students’ core literacy in interdisciplinary thematic learning,are issues that frontline teachers are struggling with and need to be answered through practice.Based on this,this study carries out interdisciplinary thematic learning activities in geography in middle schools to enrich its related theories and explore the basic process of its implementation,providing some practical experience for education workers and contributing to the cultivation of students’ core literacy and their becoming new people in the era of the "Three Haves."This study is based on the background of the new curriculum reform and in line with the requirements of the "Geography Curriculum Standards for Compulsory Education(2022 Edition)",determining the research direction of exploring cross-disciplinary thematic learning activities in middle school geography.The research process is as follows: First of all,by reading a large number of literature materials,this paper summarizes the research status of interdisciplinary learning,thematic learning and interdisciplinary thematic learning at home and abroad,and defines related concepts.It also discusses the necessity and feasibility of developing interdisciplinary subject learning in junior middle school geography teaching.Secondly,according to the suggestions on interdisciplinary subject learning in the 2022 Curriculum Standard and combined with students’ actual life experience,a learning activity program named "Pearl of the Yellow River--My Hometown" is determined,which points to the cultivation of students’ core literacy.According to the students’ cognitive ability and experience,the real situation task group is designed to explore the geographical environment of hometown.The purpose is to establish the students’ scale thought,space perception,comprehensive thinking,human-land coordination view,etc;During the implementation of learning activities,the real situation of learning activities is mastered through the form of teacher observation,teacher and student evaluation,teacher and student interview,and the results and shortcomings of the activities are analyzed.According to the key ability level division of "Core Literacy and Key Competency Project Group for Compulsory Education",the behavior of students participating in learning activities is divided to determine the achievement of core literacy.Finally,based on the development of this interdisciplinary theme learning activity,suggestions and thoughts are put forward in order to explore some examples of interdisciplinary theme learning activities of geography with certain reference value through continuous improvement and improvement,and provide some reference for other researchers.The interdisciplinary theme learning activity of "Yellow River Pearl--My Hometown" was carried out in the geography association class of Grade 7.By exploring the geographical and cultural environment of students’ real life,combined with independent exploration,cooperative learning,extended learning and other learning methods,students have a comprehensive and three-dimensional understanding of their hometown,and can comprehensively introduce their hometown from multiple perspectives.It can analyze the causes of hometown climate,hydrology,vegetation,population distribution,diet culture and other characteristics from the geographical location.More importantly,through this interdisciplinary theme learning activity,students can experience the sense of accomplishment of independent knowledge exploration,enrich and rebuild the cognitive structure,and cultivate the ability to learn,acquire information,enhance the awareness of team communication and cooperation exploration,reflecting the concept of learning geography useful to life and useful to lifelong development of middle school geography.According to the implementation of this interdisciplinary theme learning activity,the following points are summarized,hoping to provide some experience for other researchers: First,understand the students’ comprehensive thinking and knowledge reserve before the activity,and establish the learning objectives;Select the activity theme and design the interdisciplinary theme learning program;Secondly,students explore structured learning tasks to build knowledge structure,and teachers provide various learning supports to deal with generative problems of students in the learning process;Group communication,open class,improve social skills.Finally,after the activity,enrich the way of showing students’ achievements and pay attention to the process evaluation;The combination of evaluation and award enhances the sense of learning efficacy.