“三新”背景下初中地理跨学科情境教学实践研究——以《南方地区——跟着苏东坡一起游南方》为例

A Study on Interdisciplinary Contextual Teaching Practices in Junior High School Geography against the Background of the “Three New Initiatives”—Taking “The Southern Regions: Traveling through the South with Su Dongpo” as an Example

摘要: 2022版义务教育地理新课标、2024年新版地理教材与素养导向新理念共同构成初中地理“三新”改革核心抓手，推动课堂由“知识讲授”转向“情境探究、学科融合”。当前西南区域针对“课标–教材––课堂”一体化落地的实证案例偏少，跨学科教学易出现文史素材与地理原理割裂、素养目标落地虚化等问题。本文以商务星球版《南方地区》一课“苏东坡诗文研学”完整课例为载体，构建“一境贯穿、六阶探究、四维育人”跨学科情境教学范式，梳理情境体验型教学实施路径，剖析诗词史料、地图、农业探究、传统民居等多元素融合策略，结合课堂观察量表开展教学实效验证。研究表明，以文学人物为长线情境、以诗词文本为地理信息载体的跨学科课堂，可同步落实区域认知、综合思维、地理实践力、人地协调观四大核心素养，形成适配西南地区初中地理课堂、可复制推广的情境教学实施策略包，为区域地理“三新”课堂改革提供实践样本。

Abstract: The 2022 Edition of the New Curriculum Standards for Compulsory Education Geography, the 2024 revised geography textbooks, and the new competency-based approach collectively form the core drivers of the “Three New Initiatives” reform in junior high school geography, propelling classrooms to shift from “knowledge-based instruction” to “contextual inquiry and interdisciplinary integration.” Currently, there are few empirical cases in the Southwest region demonstrating the integrated implementation of “curriculum standards-textbooks-classroom instruction,” and interdisciplinary teaching often faces issues such as a disconnect between literary and historical materials and geographical principles, as well as the vague implementation of competency-based learning objectives. This paper uses a complete lesson example titled “Research on Su Dongpo’s Poetry and Prose” from the People’s Education Press textbook ‘The Southern Region’ as a case study. It constructs an interdisciplinary contextual teaching paradigm featuring “a single context running throughout, six-stage inquiry, and four-dimensional education,” outlines implementation pathways for experiential contextual teaching, analyzes strategies for integrating multiple elements—such as historical poetry and prose, maps, agricultural inquiry, and traditional dwellings—and validates teaching effectiveness using a classroom observation rubric. The study demonstrates that interdisciplinary classrooms—which use literary figures as a long-term contextual thread and poetic texts as carriers of geographic information—can simultaneously foster the four core competencies of regional cognition, comprehensive thinking, geographic practical skills, and the perspective of human-environment harmony. This approach forms a set of contextual teaching implementation strategies tailored to junior high school geography classrooms in the Southwest region that are replicable and scalable, providing a practical model for the “Three New” classroom reform in regional geography.