Current Implementation Status and Corresponding Countermeasures of Interdisciplinary Subject Research in Geography at the Senior High School Level
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i6.2206
Abstract
With the continuous evolution of social civilization and the rapid development of science and technology, the knowledge reserve of a single discipline has been unable to meet the society’s demand for compound and innovative talents. The cultivation of interdisciplinary talents has become an urgent task in the field of education. As a comprehensive practice that integrates the knowledge of different disciplines, interdisciplinary thematic research can cultivate talents with innovative thinking and practical ability in the new era. The core purpose of this study is to deeply explore the implementation status of interdisciplinary thematic research in high school Geography, in order to find out the problems and deficiencies, and put forward practical countermeasures and suggestions for these problems. Through the sorting of existing literature, combined with field observation and interviews, this paper reveals the challenges faced by the implementation of interdisciplinary thematic research in high school Geography at present, and provides suggestions for improvement.
Keywords
senior high school, Geography, interdisciplinary, research practice
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[5] Guo Lijun, Liu Fengwei. A study on teaching Practice from concept assimilation to Concept Formation: A case study of “Multiple Cognition” [J]. Course. Teaching materials. Teaching. 2016; 4 (8): 69-76+95.
[6] Yuan Dan. Interdisciplinary thematic Learning toward Core Literacy: Meaning discrimination and action direction [J]. Course. Teaching materials. Teaching methods. 2022; (10): 70-77.
[7] Chen Jiayin, Shi Meibin, He Yaqiong. Dilemma, attribution and countermeasures of interdisciplinary subject research in high school Geography: Reflections based on a survey of 600 high school Geography teachers in Guangdong Province [J]. Journal of Inner Mongolia Normal University (Educational Science Edition). 2019; 37(01): 99-105.
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