新课标下核心素养引领高中地理跨学科融合教学研究——以“人口容量”为例

Research on Interdisciplinary Integration Teaching of High School Geography Guided by Core Competencies under the New Curriculum Standards—Taking “Population Capacity” as an Example

摘要: 本研究论文探讨了在新课程标准强调核心素养的背景下，如何在高中地理教学中实施跨学科融合教学。文章以湘教版高中地理“人口容量”一节为具体案例，设计了一套详细的跨学科教学方案。该方案旨在打破地理与生物和政治两学科间的壁垒，通过创设情境、小组合作、图表分析等方法，将多学科知识有机结合，从而将地理教学从传统的“知识本位”转向“素养导向”。论文首先阐述了跨学科教学的理论基础(学习迁移理论、建构主义理论、多元智能理论)，然后提出了具体的实施策略，最后通过“人口容量”的教学设计，展示了如何将这些理论和策略应用于实践，以期为一线教学提供参考，并有效培育学生的地理核心素养(综合思维、地理实践力、人地协调观、区域认知)和深化素质教育。

Abstract: This research paper explores how to implement interdisciplinary integration teaching in high school geography teaching under the background of emphasizing core competencies in the new curriculum standards. The article takes the section on “Population Capacity” in high school geography published by Hunan Education Press as a specific case and designs a detailed interdisciplinary teaching plan. This program aims to break down the barriers between geography, biology, and politics by creating scenarios, group collaboration, chart analysis, and other methods to organically integrate multidisciplinary knowledge, thereby shifting geography teaching from traditional “knowledge-based” to “literacy oriented”. The paper first expounds the theoretical basis of interdisciplinary teaching (learning transfer theory, constructivist theory, multiple intelligence theory), then proposes specific implementation strategies, and finally demonstrates how to apply these theories and strategies to practice through the teaching design of “population capacity”, in order to provide reference for frontline teaching and effectively cultivate students’ geographical core literacy (comprehensive thinking, geographical practice, human environment coordination view, regional cognition) and deepen quality education.