Research On Ideological And Political Teaching Of High School Geography Based On National Strategy

Since the 18 th Party Congress,the Party Central Committee,with Comrade Xi Jinping as the core,has led the nation to open a new era of socialism with Chinese characteristics and made a major strategic plan for the construction of curriculum thinking in the new era.From the requirements of national curriculum thinking and politics teaching at all levels,the integration of curriculum thinking and politics into high school geography teaching should always adhere to the fundamental task of "establishing moral education",constantly enrich and deepen the connotation of ideological and political education,make curriculum thinking and politics from the apparent knowledge of textbooks to the hearts of students,gradually form a perfect curriculum thinking and politics education system,and make every effort to create a curriculum thinking and politics education mechanism and model with Chinese characteristics.Based on the humanistic theory,constructivist theory and Kollberger’s theory of moral cognition development,this study mainly analyzes the research status and implementation status of the national strategy into the ideological politics of high school geography curriculum,and proposes corresponding optimization and improvement strategies.In addition,the teaching design principles and design steps of the national strategy into the high school geography curriculum are proposed,and the teaching design example is given in the fourth chapter of the human-taught version of geography 2,the second lesson of the second lesson.Through investigation,research and collation,the following conclusions were drawn:(1)Studies in the literature show that the research trend of Curriculum Civics tends to the whole education system,gradually expanding from university research to research in each primary and secondary school,and most of the research is working to establish a Civics education system with disciplinary characteristics.The research on the Civics of the high school geography curriculum has shown that the ultimate goal is to establish moral education,but few have their own characteristic ways of integrating Civics elements,while the literature on the national strategy has focused on the interpretation and the impact of its implementation on various aspects such as socio-economics,and fewer are specifically applied to curriculum teaching.Through the analysis of literature,textbooks and new standards,it is considered that integrating the elements of Civics in classroom teaching based on this approach of national strategies and providing Civics education to students is an important strategy in line with the development of high school geography,students’ development and the development of the times.(2)From the current situation survey,there are various problems in conducting curriculum thinking politics when teaching high school geography,mainly analyzed from three main subjects: students,teachers and schools.The student subjects mainly show that: students have obvious teacher-oriented characteristics and believe that personal development is influenced by teachers’ moral quality and behavioral habits,and most of them believe that teaching high school geography curriculum thinking politics through national strategies can have a very important impact on personal rapid growth and comprehensive literacy cultivation while learning geography expertise invisibly;however,they also show certain problems,such as some Some students are not clear about the connotation,objectives and related contents of the curriculum;some students rely on teachers’ lectures,and their own initiative and enthusiasm need to be enhanced;some students are not very active in understanding the national strategy,and the overall strategy system is not very perfect,which causes students to be unable to quickly integrate into the teaching situation created on the basis of the national strategy in the classroom,and to fully understand the ideological and political elements expressed in the national strategy.The teachers are mainly Teachers’ subjects mainly show that most of them think that the combination of ideological and political education and geography classroom is important and has a facilitating effect on cultivating students’ geography core literacy and correct values,and they are more interested in the ideological and political elements such as national sentiment and national education.However,the results of questionnaires and interviews still reflect some problems,such as teachers do not have a deep understanding of the curriculum Civics,and teachers understand the ways and methods of the curriculum Civics in a one-sided way;most teachers agree that Civics education is integrated into the geography classroom,but there are not many behaviors that really carry out the implementation operation,and there is a disconnection between awareness and behavior;some teachers rely on textbook knowledge to implement the geography curriculum Civics,and they mostly use lecture-based teaching,which cannot fully motivate students;some teachers rely on textbook knowledge to implement the geography curriculum Civics.Some teachers can not fully mobilize students’ enthusiasm;some teachers can neither widely understand different levels of national strategies,nor can they tap multiple elements of thinking politics from one national strategy,their own knowledge reserves are insufficient,and the phenomenon of diversity can not be fully reflected.The main manifestations of the school body are: some schools do not organize many meetings to discuss or publicize the Civic Politics of the curriculum,nor do they make good use of the network platform to organize teachers’ study,and the frequency of publicity is not much and not fixed,and not enough attention is paid to the Civic Politics of the curriculum in the teaching of various subjects.(3)In response to the problems investigated and summarized in the current situation,various strategies are proposed.The first is to use multiple subjects to promote students’ active and in-depth learning,including promoting home-school cooperation to help students develop the awareness and habit of active learning,and using online platforms to promote students’ in-depth understanding of the national strategy and Civic Education.Secondly,the use of "no form" infiltration teaching,including short video teaching method,contextual case teaching method,group discussion teaching method and visit to some areas of national strategy implementation,to promote the internalization of Civic Education.Thirdly,to strengthen the awareness of independent improvement and promote the rapid improvement of comprehensive ability and quality,including reading relevant books to promote moral quality;using the network platform to expand the professional knowledge reserve;focusing on collective lesson preparation to improve the scientific teaching and research ability.Fourth,to explore the characteristics of the Civics elements,on the one hand,you can study the introduction,main body,cases,self-study windows,activities and other components of geography textbooks;on the other hand,you can start from the students’ test exercises to promote "all-round" education.Fifthly,the school should organize special ways to promote the course of thinking and politics,including regular top-level meetings,regular school meetings,encouraging teachers to participate in off-campus training,teaching skills competitions and online network learning,etc.;establish a perfect model of course thinking and politics education,including lesson preparation,implementation,discussion,evaluation,etc.(4)Comprehensive study of the current situation and enhancement strategies for the case design of integrating national strategies into the high school geography curriculum for teaching Civics.Firstly,the principles of teaching design are given,including combining flagging and personal development,combining objective theory and subjective perception,combining explicit education and implicit penetration,combining knowledge learning and value leading,etc.Secondly,the steps of teaching design are given.Firstly,the teaching materials and learning conditions are analyzed and teaching elements are designed;secondly,thinking and political elements are selected and national strategies are chosen;then teaching methods are chosen and teaching environment is created;finally,teaching activities are implemented and teaching reflection is conducted.Thirdly,the specific teaching design example is given:firstly,the selection of Geography 2 Chapter 4 Section 2 "The influence of transportation layout on regional development" is given as the basis of teaching case;secondly,the elements of teaching case design are sorted out,including analysis of teaching materials,analysis of learning conditions,analysis of standards,teaching objectives,teaching priorities and difficulties,teaching methods,etc.;finally,the specific teaching activity process is presented.To sum up,this study is mainly devoted to the research of high school geography curriculum thinking politics by integrating geography characteristic thinking politics elements in the way of national strategies,in order to provide reference and reference for the development of high school geography and other secondary school subjects’ curriculum thinking politics in the later stage.