地理融合课程的内涵释义和外延案例实证-学科教学(地理)专业论文.docx

山东师范大学硕士学位论文 山东师范大学硕士学位论文 万方数据 万方数据 ABSTRACT Chinese education has been in constant revolution since the 20th century. The new curriculum reform of modern education has been put forward under the background of initial economy development, unprecedented fierce international competition, and the human survival of facing difficulties. The content of our current basic education in the curriculum is complicated, difficult, partial, old status, and also the curriculum structure is single. The curriculum system discipline relatively closed, degree of integration between disciplines make it difficult to reflect the modern science and technology and the new content of social development , which is not conducive to the students’ mastery of knowledge; not conducive to the cultivation of students’ innovation ability. In the teaching course of geography, although the teaching material has the permeability to the concept of integration course, but in the process of implementing it, it still appears messy, unsystematic. Teachers teaching is often constrained by geography scope; students in learning and training fashion cant consciously associated it with other disciplines of knowledge. Obviously, in the course of middle school geography , fusion system is particularly important. In this paper, the present domestic appearance theory of integration course is generalized ; the connotation of the concept of integration course is defined; and the fusion theory of curriculum and its implementation for the value of geography teaching has been discussed. In this essay, through the analysis of the relationship between high school geography and other subjects , and by seeking the design of geography classroom teaching cases, geography and other subjects in the course content , we aim at the possibility of mutual merging. Meanwhile , high school geography textbook knowledge and students’ daily and social life of the fusion problems are also discussed in this paper to enhance students int