Study On The Strategy Of Integrating Ecological Civilization Education Into High School Human Geography Teaching

Currently,ecological and environmental problems are becoming increasingly prominent worldwide,and countries are looking for effective solutions.In particular,the new crown pneumonia outbreak in early2020 disrupted the original rhythm of the world economy,and people began to reflect deeply on whether the previous development model with special emphasis on economic growth was correct.While pursuing economic development,China is deeply aware of the importance of protecting the ecological environment and attaches great importance to the construction of ecological civilization.Ecological civilization education is an important way to carry out ecological civilization construction,but current high school students do not have enough knowledge about ecological civilization construction and do not recognize the serious situation in terms of ecological environment in China,which requires ecological civilization education for them.School is an important platform for ecological civilization education,and geography at the secondary school level has unique advantages.The core theme of geography research is the relationship between people and land,and geography emphasizes the cultivation of students’ geographic core literacy,of which human-land harmony is an important one,which coincides with the core concept of ecological civilization education,that is,human-land harmony.Therefore,ecological civilization education is closely connected with high school geography teaching,which makes high school geography teaching one of the important ways of ecological civilization education.Carrying out ecological civilization education in high school geography teaching is conducive to cultivating students’ ecological civilization literacy,improving their core literacy in geography subjects,and promoting students’ understanding of ecological civilization,so as to promote the construction of an ecological civilization society.Guided by Xi Jinping’s thought of ecological civilization,constructivist theory,humanistic learning theory,and human-earth relationship theory,this paper uses literature research,questionnaires,interviews,statistical analysis,and case studies to study the integration of ecological civilization education in high school human geography teaching using some students from Song County Y High School and W High School in Luoyang City,Henan Province and some front-line high school geography teachers in Henan Province as research objects.Through reading the literature,the concepts of ecological civilization,ecological civilization education and high school human geography teaching were defined.And through the analysis of the questionnaire survey and interview results,the current status of the implementation of ecological civilization education integrated into high school humanities geography teaching was summarized:(1)some teachers and students have more room to improve their knowledge of ecological civilization;(2)the geography classroom teaching is under great pressure,and there is little time for ecological civilization teaching;(3)the way of ecological civilization teaching is relatively simple,and students’ participation is not high;(4)the teaching resources for ecological civilization education inside and outside the classroom are not fully explored.In view of the problems in the current situation survey,the following strategies for ecological civilization education integration are proposed:(1)clarify the ecological civilization education goals in humanities geography teaching,take the high school geography curriculum as a carrier,build ecological civilization education teaching goals that meet the characteristics of high school geography subjects and students’ basic learning conditions;(2)fully sort out the content of textbooks and explore ecological civilization knowledge points,this paper mainly focuses on the ecological civilization education content in the new Humanities Education Edition High School Geography Compulsory 2 and Optional Compulsory 2two textbooks;(3)suitably increases the teaching time of ecological civilization in combination with the teaching content,and appropriately integrates ecological civilization content in lesson preparation,teaching and post-lesson reflection;(4)adopts flexible and diverse teaching methods of ecological civilization education,such as contextual teaching method,case teaching method and practical activity method;(5)actively collects extra-curricular materials to enrich ecological civilization teaching resources,such as current affairs hotspots,local geography and film education resources.Based on the proposed teaching measures and following the principles of case design,this paper select the content of Chapter 5 Section 2 "Toward the Coordination of Human and Land--Sustainable Development" of the new textbook Human Education Edition High School Geography Compulsory 2,and on the basis of course standard interpretation,analysis of the textbook and the learning situation,a teaching case on the integration of ecological civilization education in high school human geography teaching is designed,and the case is evaluated and reflected to test the feasibility of the case design.Human geography is based on the theory of human-earth relationship,and the core of its research is the relationship between human beings and the earth.The concept of human-earth harmony embodied in it is more distinctive and more consistent with the core of ecological civilization education-the promotion of harmonious coexistence between human beings and nature.Therefore,from the perspective of humanities geography,this paper systematically analyzes the latest version of the Compulsory 2 and Optional Compulsory 2 textbooks of the Humanities Education Edition to find the contents of humanities geography that are compatible with ecological civilization education,and then launches a research on the strategy of integrating ecological civilization education in high school humanities geography teaching,so as to enrich the research system of integrating high school geography teaching with ecological civilization education.