INTEGRATING CLIMATE CHANGE EDUCATION IN TEACHING GEOGRAPHY 12 (NATURAL GEOGRAPHY SECTION) TO PROMOTE STUDENTS' POSITIVENESS

Abstract

The research objective of the article is to determine the role of integrated teaching on climate change knowledge education in teaching Geography grade 12 (section of Vietnam's natural geography). To accomplish the above goal, we use the following methods: Information collection method; Analytical method, especially to evaluate the effectiveness of integrated teaching on the basis of building a teaching plan, we used the experimental pedagogical method.  Research results show that in addition to the requirement of providing the core knowledge content of the lesson, integrated teaching is also a foundation to help develop students' capacity so that they know how to apply the knowledge they have learned in life, also learn how to avoid and adapt to the changes of natural phenomena taking place in the locality where they live and on the territory of our country today. In this article, the authors analyzed the possibility of integrating climate change education in teaching Geography grade 12 in high school and proposed a form of integrating climate change education in teaching Geography grade 12 (Natural Geography section) to promote the activeness of students and develop a sample teaching plan to carry out teaching in this direction.