With the weakening of humanistic spirit and the decline of moral rationality in today's era, moral and humanistic education have been mentioned in an important position. With the rapid development of economy, geography can help students establish a correct view of population, resources and environment, and help students establish a scientific view of harmony between man and land, adapting to local conditions and sustainable development. 2.
Is that requirement of realize the value goal of geography education.
Moral education infiltration in geography teaching is an important way to help students form a correct value orientation and realize the value goal of geography education. There are two most important value goals of geography education: first, let students have geography knowledge and skills useful for lifelong development; The second is to cultivate students' sense of social responsibility and let them actively participate in activities to coordinate the relationship between human beings and the environment. If the former focuses on imparting knowledge and skills, then the latter focuses on the formation of ideas. Therefore, the infiltration of geographical moral education plays an irreplaceable role in the formation of students' correct values and the realization of geographical education value goals. 3.
This is the requirement of geography curriculum standard in ordinary senior high schools.
The requirements of emotional attitude and values in Geography Curriculum Standard for Ordinary Senior High Schools specifically mention: in the process of geography teaching, it is necessary to stimulate interest and motivation in exploring geographical issues, develop a scientific attitude of seeking truth, and improve the aesthetic taste of geography; Understand the global environment and development issues, understand the value of international cooperation, and initially form a correct global awareness; Concerned about the basic geographical situation of China, the present situation and trend of China's environment and development, and enhancing the feelings of loving the motherland and hometown; Strengthen the awareness of protecting resources, environment and legal system, form the concept of sustainable development, enhance the sense of social responsibility of caring for and caring for the environment, and develop good behavior habits.
Therefore, it is imperative to infiltrate moral education into geography teaching.
2. Moral education infiltration is inevitable. 1. This textbook contains rich materials.
The new textbook emphasizes that the primary task of basic geography education is the education of ideas and the cultivation of students' ability. Secondly, it emphasizes that geography education should be based on students' development and embody humanistic spirit in geography teaching. A careful study of textbooks reveals that there are rich moral education contents in the current geography textbooks for senior high schools. (1) National education materials with the relationship between man and land as the main line
The education of national conditions is to teach students the most basic information such as the history, geography, politics, economy, culture and population of their own country and nation, and to stimulate students' patriotic feelings. To carry out national education, we should always grasp the main line of the relationship between man and land, which is an important clue running through the geography textbooks of senior high schools. For example, geography textbooks for senior high schools involve land natural resources, marine resources, climate resources, tourism resources, environmental problems, industry, agriculture, transportation, urbanization, population and land improvement. In the teaching process, as long as students are good at digging and skillfully designing, they can not only understand the advantages of China's national conditions: vast territory, magnificent mountains and rivers, rich products, diverse climate, and continuous economic development ... At the same time, they can also realistically realize the national conditions and disadvantages of China, such as large population base, low cultural quality of the population, low per capita resource possession, serious waste of resources, unbalanced economic development and prominent environmental problems, so as to cultivate their patriotic feelings. (2) Educational materials to cultivate students' dialectical materialist thinking methods.
Dialectical materialism is the ideological basis of geography moral education, and the education of material view, movement view, connection view and development view can all find suitable carriers in the current geography textbooks for senior high schools. For example, the concept of matter, the textbook () involves the contents of "the universe is matter" and "the material composition of the atmosphere"; The concept of movement involves the movement of the earth, the movement of the atmosphere, the movement of seawater and the circulation and transformation of land water. The concept of connection involves "the relationship between the sun, the moon and the earth", "the integrity of geographical environment", "the regional connection of human activities" and "the cause and effect of global problems" The concept of development involves celestial evolution, global climate change, land and sea changes and surface morphological changes, the formation of urban settlements, and the emergence of sustainable development ideas. Dialectical materialism runs through all chapters of physical geography, which provides a good opportunity for teachers to tap educational points, seize opportunities, and cultivate students' ability to observe and analyze problems with materialist dialectics and the quality of dialectical thinking. 2. Colorful cases in life practice "Learning geography, lifelong benefit and lifelong development" is an important concept of contemporary geography education. Geography itself is a highly practical subject, and there are abundant cases related to geography around us, taking Beijing where we live as an example. Present situation and problems of Beijing's water resources, Beijing's tourism resources and activities, Beijing's industrial development and changes, Beijing's suburban agricultural development, Beijing's urban traffic status and problems, Beijing's urbanization and problems, Beijing's urban planning changes, Beijing's population growth and population problems, Beijing's climate change, Beijing's natural disasters and environmental problems. These phenomena and problems that we come into contact with every day are closely related to the geography courses we study. Can be a real case for us to learn geography. If we broaden our horizons, what we hear, see and happen on earth, as long as it is vivid, vivid, true and convincing, can be effective cases for us to learn geography and infiltrate moral education.
3. Practical ways of moral education infiltration. Timely infiltration moistens things silently.
In the process of geography teaching in senior high school, teachers often focus on how to make students understand and master those abstract geographical principles, and tend to ignore the timely infiltration of emotion and values education in the teaching process. But as long as we are willing, a few simple words can come into being naturally. For example, after teaching the influence of the difference in thermal properties between land and sea on the formation of monsoon climate, I summed up the following sentence: "The difference in thermal properties between land and sea leads to the difference in air pressure between land and sea in different seasons, which in turn leads to the change of wind direction and the formation of monsoon circulation, thus forming monsoon climate. This series of chain reactions eloquently proves that everything in the world is universally connected. I hope everyone can understand and master the relationship between atmospheric movement and climate formation from the perspective of connection. " This not only allows students to understand specific geographical problems from the perspective of dialectical materialism, but also teaches students a learning method to explore the relationship between knowledge points, which can be described as killing two birds with one stone. Combining the learned geographical knowledge and basic laws with the practice of production and life, and cultivating students' viewpoints and thinking methods of integrating theory with practice are the needs of intelligent cultivation and an important way for geography to infiltrate moral education. 2. Excavate ingenious cases.
High school geography textbooks focus on the basic principles of geography, some of which are too abstract. If we can dig deeper, find a suitable case carrier for these basic principles, and integrate the concepts of resources, environment and development into it, we can play a very good educational role. For example, in the teaching of Urban Planning, if we simply talk about theory from books, students will sound very empty and boring. After carefully digging up the teaching materials, I introduced the case of Beijing's urban planning change, and analyzed and discussed the historical process of the formation of Beijing's urban functional areas, the relocation of Beijing's industrial zones (especially Shougang), and the measures to solve Beijing's urban traffic congestion. As a sub-case, so that students can realize the significance of the transformation of Beijing's "big cake" urban layout to "one axis, two belts and multiple centers" urban layout planning. This teaching design not only makes the theory in the book clear and concrete, but also integrates the concepts of environment and development into the discussion of cases, and guides students to analyze the purpose and significance of urban planning with the theory, thought and law of sustainable development. 3.
Experience self-education personally.
The formation of emotional values itself is a long process of internalization. The effective way to infiltrate moral education in geography teaching is to let students realize themselves through personal experience and educate themselves in the teaching activities designed by teachers. For example, in the teaching of "Evaluation of Tourism Activities and Tourism Resources Development Conditions", it is a common teaching method for students to analyze common problems in tourism activities and how to evaluate the development of tourism resources. In order to let students have a deeper feeling of tourism activities, I designed eight research topics before class, and asked students to make a field trip to Badaling Great Wall according to the selected topics. Through designing questionnaires and on-the-spot investigation, students have direct and profound feelings about various problems such as destroying the tourism environment and overloading in tourism development, and many students have put forward unique suggestions. In class, students express their opinions and the teacher guides them in time, so a "schematic diagram of the composite system of sustainable development of tourism resources" is designed for this class.
Because of the foreshadowing, the three elements of tourism: tourism resources, tourists and tourism are naturally regarded as three systems, which influence and restrict each other, and artificial regulation plays a key role. The theme of sustainable development of tourism resources is pointed out, so as to understand the understanding and relationship of the whole unit of tourism activities from the height of sustainable development.
It is an important task of geography teaching in senior high school to educate students on resources, environment and development concept. High school geography textbooks are specially designed with the topics of resources, environmental problems and sustainable development, which is a good opportunity for us to vigorously publicize, but the textbooks are often theoretical, so long as they are skillfully designed, we can find a good starting point. For example, in the teaching of "Land Resources", it would be boring if only the principles of the textbook were taught. I introduced a lot of information and data about the national conditions of resources in China. Through reading materials, setting questions, analyzing and discussing and other teaching links, especially the data calculation of a group of things around us, it has produced a very shocking effect. Students really feel that many resources have slipped away from us quietly, and how important it is to save resources. In the teaching process, extending the basic characteristics of land resources to the national education of resources in China will help students deeply understand the great significance of building a conservation-oriented society and an environment-friendly society, learn to analyze and think about the phenomena in the real society with the theory and thought of sustainable development, and further clarify the correct attitude, responsibility and code of conduct that individuals should have in the process of implementing sustainable development. This course is not only a good opportunity to educate students about national conditions and Scientific Outlook on Development, but also a good example of how to infiltrate moral education into daily teaching.
Although high school geography is not as rich as junior high school geography in moral education textbooks, as long as we always have the consciousness of emotion, attitude and values education in our minds, we can find a suitable starting point in many textbooks. It is worth noting that in the process of moral education infiltration, we should avoid paying too much attention to theoretical explanation and make a fuss about cultivating students' acceptable good behavior habits and basic problem-solving skills. As long as we are willing, there will be many materials and methods for students to learn geography knowledge and master geography skills, and at the same time, they will be cultivated by good emotional experience and values, so moral education and intellectual education are as inseparable as salt and soup.