Research On The Overall Teaching Strategy Of "disaster" In High School Geography Under The Perspective Of Overall National Security Concep

National security education is a solid foundation for the maintenance of national security and a fundamental measure for the implementation of the mission of moral education.In 2020,the National Security Education Guidelines for Schools and Universities,issued by the Ministry of Education,indicated the intellectual content of high school geography subjects integrated with national security education.However,while knowledge is easy to observe and measure,the Core Competencies is not easily operationalized or implemented.How can national security education be infused in teaching and learning? How to implement it? How to measure it effectively? This is the question that needs to be faced with the status and nature of knowledge of "disaster" content in high school geography.Therefore,based on the part of high school geography disaster education which is closely related to national security,this paper explores the current situation and dilemma of penetrating national security education in high school geography classroom and proposes an overall teaching optimization strategy in order to provide some reference for front-line teachers.This paper is divided into four parts:In the first part,we review the relevant literature,sort out the current status of research on the overall national security concept and disaster education components by domestic and foreign scholars,and determine the purpose and significance,research content,methodology and theoretical basis of this study.In the second part,a questionnaire was used to investigate the current status of high school geography teachers’ conceptual perceptions,implementation processes,and feedback on the infiltration of national security education in their teaching.Teachers were found to be highly agreeable to the infiltration of national security education in the classroom,but their perceptions were mostly limited to the traditional national security domain,and confusion still exists in specific teaching strategies.In the third part,based on the survey results and taking "disasters" as an example,we propose an overall teaching optimization strategy for the penetration of national security education in high school geography classrooms,namely:(1)clarifying the reference basis,formulating teaching objectives,comprehending the target requirements of the overall national security concept in teaching,and integrating teaching objectives with the orientation of literacy;(2)reconstructing teaching contents and relating core knowledge;(3)innovating teaching forms based on problem solving and context creation,etc.,and implementing comprehensive measures;(4)implementing multiple assessments to achieve learning progression.In the fourth part,based on the idea of reverse teaching design,the teaching case of "earthquake disaster and national security" is designed to integrate national security education into the teaching objectives,contents,methods and evaluation.Shortcomings of this paper: Due to the limitation of few relevant research results and personal experience,teaching strategies and case designs still need to be improved in terms of profundity and other aspects.