基于STSE教育理念的高中地理跨学科教学设计——以“生态脆弱区的综合治理”为例

Interdisciplinary Teaching Design of High School Geography Based on STSE Education Concept—Taking the “Comprehensive Management of Ecologically Fragile Areas” as an Example

摘要: STSE教育融入地理教学，能够有效培养受教育者的知识应用与问题解决能力。地理跨学科学习是优化地理课程、培养学生地理核心素养的有利途径，两者具有共通性。STSE教育理念为课堂设计上层思维，基于跨学科的概念与方式整合历史、生物、政治与地理学科联系，选取“生态脆弱区的综合治理”为课程内容，以塞罕坝地区为课例设计对象，通过问题链式结构进行课堂活动设置，探究塞罕坝地区荒漠化原因与综合治理措施，以促进学生的STSE思维发展，落实学生地理学科核心素养的培养。

Abstract: The integration of STSE education into geography teaching can effectively cultivate learners’ knowledge application and problem-solving abilities. Interdisciplinary learning in geography is a beneficial way to optimize the geography curriculum and cultivate students’ core geographical literacy, and the two have commonalities. The STSE educational philosophy is based on the upper level thinking of classroom design, integrating interdisciplinary concepts and ideas from history, biology, politics, and geography disciplines. The course content is selected as “Comprehensive Management of Ecological Fragile Areas”, and the Saihanba area is designed as an example. Through a problem chain structure, classroom activities are set up to explore the causes of desertification and comprehensive management measures in the Saihanba area, in order to promote the development of students’ STSE thinking and implement the cultivation of students’ core competencies in geography.