Research On The Education For International Understanding In Middle School Geography

Education for International Understanding(EIU),which is the first global educational philosophy from the UNESCO,has now evolved into an educational philosophy to establish peace and promote sustainable development;the Framework of Developing Key Competencies of Chinese Students defines International Understanding as one of the 18 basic key points;the newly revised version of Middle School Curriculum Norms of Geography also makes International Understanding as one of the basic curriculum objectives,which will be embodied in its specific description “ strengthening the understanding of building a community of common destiny for all mankind,” and with the curriculum objective as its compulsory requirement to define the scope of building a community of common destiny for all mankind,thus seeks the teaching method and approach in infiltering the philosophy of a community of common destiny for all mankind organically and naturally.Grounding on the contextualized above,Middle School Geography Teaching,guided by EIU and the Framework of Developing Key Competencies of Chinese Students,is supposed to tease out the EIU elements from the Middle School Geography Curriculum,to construct an index system of EIU contents through middle school Geography,and diagnose the degrees of Curriculum Norms of Geography embodying EIU and the middle school geography teachers implementing EIU,on basis of which to find out effective method and approach to launch the EIU is a fundamental and basic research question.The thesis focuses on the contents as follows: to construct an index system of EIU contents through middle school Geography,to analyze the compatibility between Middle School Curriculum Norms of Geography and an index system of EIU contents through middle school Geography,and diagnose the effect of implementing EIU in middle school geography.? Construction of index system of EIU contents through middle school Geography.To define the emphasis and requirements of EIU from the higher-up is the logical starting point to scientifically construct an index system of EIU contents through middle school Geography.The thesis organizes EIU contents by means of Documentation Analysis with two approaches: to grasp the EIU core contents and objectives by studying the documentation from the UN and other organizations such OECD,European Commission,and Oxfam;to seize the commoner intersection points of index system of EIU by comparing implementing EIU of the relevant countries.The thesis,based on the above approaches,argues as follows: most of the EIU contents framework are categorized from the three-dimension objectives,i.e.,emotions,attitudes,and values;the second level indicators under the first level ones are more than necessary,e.g.,there are 23 second level indicators in the UNESCO,the other organizations and the scholars follow suit;there is all but no the third level indicators for all the current findings.The thesis maintains that what obligations can middle school geography bear in EIU should be taken into accounts to set the indicators of index system of EIU.It is well known that geography is the science to study the relationship between geographic environments and human being,and the middle school geography is the subject to bear the responsibility of cultivating the harmonious conception between geographic environments and human being.Therefore,the EIU through middle school geography is meant to be an clear awareness for harmony between nature and human being,which by understanding the relationship between human being and nature as well as the relationship between human being and society,organically infiltrates EIU contents from the Framework of Developing Key Competencies of Chinese Students,such contents as global awareness and opening-up mind,respecting global and cultural diversity and variability,focusing on the global challenge facing human being,and understanding complications and values of a community of common destiny for all mankind.Consequently,the thesis sets up three second level indicators under the first level indicator understanding the relationship between human being and nature: population,resources,environments,and development;another three for first level indicator the relationship between human being and society: politics,economy,and culture,among which the first and second level indicators are constrained in geography.In order to specify and observe the first and second level indicators,the 20 third level indicators are necessary to select and launch from the EIU objectives and contents characterized by geography.By means of Delphi Method,2 first level indicators,6 second level indicators,and 16 third level indicators are finalized.Afterwards,weights of indicators in the index system of EIU contents through middle school Geography are determined by means of Analytic Hierarchy Process.? Analysis of EIU contents in curriculum norms of middle school Geography.Curriculum norms of geography is the framework document,to implement the EIU in middle school geography is for the most part to analyze the relevant EIU contents in curriculum norms of geography as well as the compatibility between Middle School Curriculum Norms of Geography and an index system of EIU contents through middle school Geography.Based on index system of EIU contents through middle school Geography,appearance of EIU contents in curriculum norms of middle school Geography will be analyzed statistically from 2011 Curriculum Norms of Compulsory Stage Geography and 2017 Curriculum Norms of Senior High School Geography.Compatibility between the curriculum Norms and index system will be determined by analyzing the ratio of appearance of EIU contents in curriculum norms of middle school Geography and the matching ratio relationship of different level indicators in the index system of EIU contents through middle school Geography.Looking at the 3 first level indicators,there are 117 items of matching EIU contents among 251 items of curriculum norms,which accounts for 46.61%.The value between curriculum norms ratio and indicators will be more and more compatible from Level 3 indicators to Level 1 indicators.? Degree of implementing EIU when middle school Geography teachers teaching.To accomplish the geography teaching task,the middle school geography teachers play a crucial role in class.To what degree they implement EIU in teaching geography directly influences the effects of carrying out the curriculum norms and students' grasping EIU.Based on index system of EIU contents through middle school Geography,degree of implementing EIU when middle school Geography teachers teach Geography will be analyzed.Specifically: teachers' questionnaires will be handed out to middle school Geography teachers to analyze the degree of implementing EIU when they teach Geography by means of Fuzzy Comprehensive Evaluation Method,as well as the degree of the difference among different groups of teachers,therefore,contributory factors of implementing EIU will be found out.The results show that there is a direct relationship between the degree of geography teachers' implementing EIU and reasonable ratio of EIU in curriculum standards.To be more concrete,the score of implementing EIU is obviously lower where the value of contents EIU in curriculum standards is lower in the index system.The contributory factors will include teaching age,title,educational background,attitudes towards EIU,frequency of implementing EIU,regional difference,EIU training,and so forth.? Analysis of EIU attainment of middle school students.The teaching activity in the school consists of the teaching from the teachers and the learning from the students,on basis of which the teaching task can be accomplished.To analyze the EIU attainment of middle school students can surely scrutinize the situation of implementing EIU in middle school geography.Students' questionnaires will be designed based on index system of EIU contents through middle school Geography as well as the teachers' questionnaires and interviews with the experts and scholars.To analyze the students' questionnaires by means of Fuzzy Comprehensive Evaluation Method,the level of middle school students' Geography EIU attainment will be found out,on basis of which the main contributory factors will be analyzed depending on the entire scores and group difference.The results show that there is a direct relationship between the ratio of EIU contents in curriculum standards,the degree of middle school geography teachers' implementing EIU,and the degree of mastering EIU from geography.And other contributory factors will include regional difference,family environment,self-motivation.? Suggestions on implementing EIU through geography.To implement EIU in middle school geography,there are some problems demanding prompt solutions.On basis of the conclusions above,the research put some targeted suggestions from the perspective of the nation level,middle school geography curriculum norms,and middle school geography teachers.Specifically,the central government are supposed to propel the publicity of EIU,the contents of EIU are supposed to be more reasonably allocated,and to enhance the EIU attainment of middle school geography teachers.