| Compulsory geography curriculum has the nature of both natural sciences and social sciences. Geography is an interdisciplinary and it has links with history, mathematics, politics, chemistry, Physics and so on. The content of this paper is the knowledge of history in the junior high school geography textbooks published by People’s Education Press. This paper explores the distributio n and function of historical knowledge in junior high school geography textbooks. On this basis, it proposes recommendations for middle school teachers, students and textbook writers.First of all, the paper learns that large number of documents is currently focusing on the application of historical knowledge and the penetration of the historical thinking into school geography teaching by literature research. But no one makes the study about historical knowledge in junior high school geography textbook. Therefore, this paper attempts made in this regard.Next, the paper makes a statistical analysis of historical knowledge in obligations geography textbooks which are in using now. The distribution of historical knowledge obtained in junior high school geography textbooks as follows:First, the number of historical knowledge used in four junior high school geography textbook is135, which includes21%of historical knowledge among seventh grade geography book,27%in the next book in the seventh grade,20%in grade eight volumes and32%in the eighth grade lower volumes. The application of historical knowledge in four textbooks is in different degree and the textbook of the eighth grade lower volumes have the maximum distribution of. Second, from the textbook section, the body of knowledge of history accounts for56%of the total, reading materials accounts for32%and activity accounts for12%. So, more knowledge of history in geography textbooks appears in the form of text rendering, and historical knowledge appears primarily as a background which often passes in one or two sentences, so it occupy the largest proportion in the body. Third, from the time angle of view of history, knowledge of the history of China’s shares of the total proportion of61%, however world history knowledge only accounts for39percent. Among them,23%of Chinese ancient history,9%of China’s modern history, modern history of China accounted for28%,8%Ancient World History, Modern World History11%,20%of the world’s modern history. As can be seen, the editor has a choice of the historical knowledge from different ages. Fourth, from the field of historical knowledge involved, historical knowledge of economic and life areas account for the largest proportion, which is36%; the field of ideology and culture account for28%; the political sphere accounts for14%; other areas account for22%. This coincides with the nature of junior high school geography curriculum in the comprehensive and thoughtful.Then, the paper sums up the historical knowledge in geography textbooks functions:improving the readable and interesting in geography textbooks with historical knowledge; explaining geographical phenomena with historical knowledge; developing the concept of sustainable development of students with historical knowledge; strengthening patriotism and national education with historical knowledge; broadening students’horizons and developing humanities of students with historical knowledge.Finally, the paper gives a few suggestions:junior high school geography teachers need to improve their literacy history, have a good grasp of historical knowledge on the role of learning geography textbooks and do in moderation; students should strengthen the horizontal linkages between history and geography knowledge when they study geography; textbook writers can change the text in the form of a chart or map form when they apply to historical knowledge, and design activities in image to stimulate students’ interest. |
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