High school interdisciplinary practice integrating artificial intelligence and STEM education
Liao Chun Gui  Zou Hong Yi^{（corresponding author）}

Zhuhai NO.1 High School Pingsha Campus, Guangdong Province Zhuha Cityi, 519055；

Abstract:The deep integration of artificial intelligence (AI) technology and STEM (Science, Technology, Engineering and Mathematics) education concepts provides a new perspective for interdisciplinary practical research in high school geography. Firstly, this paper reviews the connotations of AI technology and STEM education and analyzes their importance in high school geography teaching. Secondly, three teaching models are discussed: the Conceive-Design-Implement-Operate (CDIO) engineering education model, the 6E design-based learning model, and the inquiry-creation teaching model. These models are illustrated using textbook content on factors influencing industrial location, factors influencing service industry location, and world population distribution, respectively. Finally, some recommendations are put forward, such as strengthening teacher training to enhance AI and STEM literacy, building an interdisciplinary teaching and research community, and developing a school-based teaching case resource library, in order to provide a scientific reference for interdisciplinary geography teaching in high schools.

Keywords:Artificial Intelligence; STEM Education; High school;Geography teaching; Interdisciplinary

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