Teaching Practice for Developing Self-Identity Based on Space-Place Thought—An Analysis of Shougang's Location and Its Transformation
Liu Haiyan1  Pu Rong2

1 Yunnan Normal University，Yunnan Kunming，650000；

2 Lijiang Normal University，Yunnan Lijiang，674199；

Abstract: Current high school geography teaching on "industrial location" often remains confined to rational decision-making model analysis, lacking emotional and value dimensions, and exhibits a narrowed thinking tendency of "seeing things but not people." Simultaneously, mental health education urgently requires deep integration with subject teaching to guide students in coping with change and constructing their self-identity. Using "Space-Place" thought as a bridge, this paper integrates humanistic geographical ideas with the psychological theory of "self-identity" to innovatively reconstruct the teaching of "industrial location and its changes." Taking the transformation of Beijing Shougang as a case study, a dual-thread teaching framework of "Location Decision (Space) - Place Identity - Identity Crisis - Integration and Rebirth" is designed. This aims to broaden the analytical perspective of location theory and provide a valuable reference for advancing the deep integration of subject teaching and mental health education.

Keywords: Space-Place Thought; Self-Identity; Interdisciplinary Integration; Industrial Location

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