Teaching Design for National Security Education in Senior High School Geography from the Perspective of Problem-Based Teaching -- A Case Study of "Cultivated Land Resources and National Food Security"

Abstract

National security education is an important educational component of the selective compulsory geography curriculum in senior high
school. "Cultivated Land Resources and National Food Security" takes cultivated land resources as its entry point and reveals the intrinsic relationship among the resource base, grain production, and national security. It therefore has strong practical relevance, comprehensive educational value, and value-oriented significance. Based on the idea of problem-based teaching, this paper constructs a teaching pathway of "contextual introduction—core question—development of a problem chain—deepening through task inquiry—value elevation." The instructional
design focuses on the characteristics of cultivated land resources, the connotation of food security, the current situation of food security, and
its guarantee pathways. It guides students to read and analyze maps, examine materials, conduct cooperative inquiry, and propose solutions in
authentic problem situations, thereby developing regional cognition, comprehensive thinking, and the concept of human–environment coordination. Problem-based teaching can organically integrate the learning of geographical knowledge, the analysis of real-world problems, and the cultivation of national security awareness. It is an important pathway for implementing the core competencies of senior high school geography.