Research On Geography Theory Of Curriculum And Instruction

This paper mainly studies the development of Geography Theory of Curriculum and Instruction (GTCI) of China since 1981 to 2000. The study is carried out chiefly through the statistic data of three periodicals Geography Teaching, Teaching Reference of Middle School Geography and Geography Education in the 20 years, and integrating with researching achievements of the theories of education science, psychology, geography science and so on. The content includes five parts: theoretical basis of school GTCI study, the development of Chinese school GTCI study in the 20 years, reforming study and achievement of Chinese GTCI, problems of GTCI and prospect of it.GTCI studies should be directed by systematic ideology, theories of moderneducation and psychology, modern geography science and International Charter of Geography Education. Chinese GTCI study has made a great progress both in quantity and quality in the past 20 years. The construction of GTCI researchers is more reasonable than before and qualities of them have been enhanced obviously. As far as the researching content is concerned, it includes studies on geography education ideology, geography curriculum and textbooks, geography teaching media, methods and evaluation. In these, the researches on geography curriculum and textbooks, teaching methods and media are more than others; the researches on geography teaching evaluation focus on analysis of test paper; the researches on geography education ideology are weak; the geography comparative researches confine to longitudinal studies and latitudinal studies are few.GTCI researches and geography education reform promote each other, affect each other and develop in common. Especially, the progress of GTCI researches promotes geography education reform directly. Chinese school GTCI researches gain enormous achievement: comparably complete school geography curriculum system was established and sorts of textbooks were published; geography teaching in classroom was optimized leading to high quality of teaching; the preliminarygeography teaching evaluation system promotes the development of all round development education.There are some problems lying in GTCI researches: institution of them is not perfect and we must enhance the management of GTCI researches; the contents of them are not complete and we should reform them as soon as possible; level of them is heightened but most of them confine to application researches; we should direct education researches using modern education ideology and conception.Basing on achievements we have gained, we should consolidate emphasized items of GTCI researches and strengthen weak parts as follow: researches on geography education sustainable development and innovative thought and main body ideology in teaching, geography education comparative researches, geography curriculum theory and application, geography teaching syllabus, geography textbooks, student's learning psychology, learning methods and geography teaching evaluation.