课程思政视域下诗词谚语融入初中地理教学的路径构建

Constructing Pathways for Integrating Poetry and Proverbs into Junior High School Geography Teaching from the Perspective of Curriculum Ideological and Political Education

摘要: 针对初中地理教学融入诗词谚语存在的“装饰性引用”与“越界性释义”问题，本文基于课程思政理念与义务教育地理课程标准，构建了“核心概念统领–三层筛选–环节嵌入”的融合路径。该路径以课程标准锚定知识主线，从地理科学性、学段适配性与思政内生性三维度实施素材准入审核，并按教学进程将素材嵌入情境导入、概念阐释、探究驱动与总结升华四个环节，实现素材功能与教学时序的精准匹配。以“中国的气候”为例的教学设计表明，该路径使诗词素材作为地理证据参与完整因果推理链条，实现知识建构与价值引领的有机统一，有效克服素材运用的随意性与浅表化弊端，为中华优秀传统文化在地理课程中的创造性转化提供了可迁移的方法论参照。

Abstract: To address the problems of “decorative citation” and “over-interpretation” in integrating poetry and proverbs into junior high school geography teaching, this paper, grounded in the concept of curriculum ideological and political education and the compulsory education geography curriculum standards, constructs an integration pathway characterized by core-concept guidance, three-tier screening, and stage-based embedding. The pathway anchors the knowledge thread to the curriculum standards, screens materials through three dimensions - geographical validity, grade-level appropriateness, and ideological-political relevance - and embeds them sequentially into four teaching stages: situational introduction, conceptual elaboration, inquiry-driven exploration, and summative reflection, thereby achieving precise alignment between material functions and instructional pacing. A teaching design on “China’s Climate” demonstrates that this pathway enables poetry and proverb materials to serve as geographical evidence within a complete causal reasoning chain, realizing an organic unity of knowledge construction and value guidance while effectively overcoming the randomness and superficiality of material use. This paper offers a transferable methodological reference for the creative transformation of outstanding traditional Chinese culture in the geography curriculum.