National Security Education Research Is Integrated Into The Teaching Of Geography In High Schools

Entering the 21 st century,under the background of great changes unseen in a century,my country’s national security situation has undergone great changes,and national security is facing unprecedented challenges and threats.The report of the 19 th National Congress of the Communist Party of my country specifically pointed out that we should attach great importance to the national security education of Chinese citizens,improve the national security awareness of all people,and strive to form a strong synergy to safeguard national security in the whole society.Therefore,it is the responsibility and obligation of every citizen to establish a strong sense of urgency and enhance the sense of mission to consciously safeguard national security.However,due to the fact that high school students currently live in a relatively stable social environment,they lack a personal understanding of the risks and challenges faced by our country,making it difficult for them to understand the complexity of the national security situation and the great responsibility for maintaining national security.The high school geography curriculum is comprehensively designed to integrate national security education and ocean awareness education,etc.It contains rich national security education content and is an important carrier of national security education.It is of great significance to further deepen students’ understanding of national security and to promote the implementation of national security education in high school geography teaching by guiding students to use the knowledge they have learned to analyze national security issues with the help of the national security education content contained in the geography curriculum in senior high school geography teaching.Under the guidance of geography curriculum and teaching theory,constructivist learning theory,moral development stage theory,and situational teaching theory,this paper uses the methods of literature research,questionnaire survey,interview,statistical analysis and case analysis to study the integration of high school geography teaching into national security education by high school students of S School and Y School in Zhengzhou City,Henan Province,and geography teachers of some front-line high schools in Henan Province.Through reading relevant literature,the concept of national security education in high school geography teaching is defined,and the implementation status of national security education in high school geography teaching is deeply analyzed.Through the collation and analysis of the data of the questionnaire survey and the teacher’s interview,the current situation of integrating national security education into high school geography teaching is summarized: First,the lack of understanding of national security and national security education content by teachers and students is mainly manifested in the fact that teachers and students do not have a deep and comprehensive understanding of the content of national security education in geography teaching,and students’ grasp of national security knowledge is not ideal.Second,teachers believe that it is feasible to integrate national security education into geography teaching,but the practice of integrating national security education into geography teaching is not fully implemented,mainly as follows:teachers’ awareness of integrating national security education into national security education in the lesson preparation process is not strong,and there is a lack of content related to national security education in teaching design;the frequency of teachers designing national security education teaching goals is low,and the design of goals pays less attention to students’ emotional changes;and teachers’ development of national security education teaching resources is insufficient.The carrier role of geography textbooks has not been well played;teachers’ national security education and teaching forms are relatively single and the number of practical activities is less frequent;and teachers’ national security education evaluation methods need to be improved.According to the problems existing in the current situation investigation,in order to promote the deep integration of national security education and high school geography teaching,on the basis of reading literature,the following countermeasures are proposed: enhance teachers’ awareness of integrating into national security education;clarify the teaching objectives of integrating into national security education;excavate curriculum resources integrated into national security education;attach importance to material resources in geography textbooks,link national security hot events,and fully develop rural and geological resources;enrich the teaching forms of national security education,and use maps.Strengthen students’ cognition,create situations,help students understand and deepen students’ understanding with the help of geographic information software;carry out geographical practice activities integrated into national security education;and improve evaluation methods for integrating national security education.Based on this,taking the content of the section "Cultivated Land Resources and Food Security in China" as an example,based on the proposed countermeasures,a teaching case of incorporating national security education into high school geography teaching is designed.Through reading literature,it is found that the current research on the combination of national security education and secondary school disciplines is mostly focused on history,politics and other disciplines,and there is less research on the combination of geography and national security education.This paper combines high school geography teaching with national security education,which further expands the application scope of national security education in secondary school discipline teaching.