The Compilation Of The Outline Of School - Based Geography Course In Senior Middle School

At present there are four editions of textbooks simultaneously for the senior high school phase in China, as junior graduates in Qinghai Province need not participate in geography in the senior school entrance exam, this subject lacks emphasis. Besides, geography is often arranged for student of grade 1 and 2. Consequently, when they restart this subject in senior school, they usually feel lost. Huangchuan Middle School is a key school with half closed-off management whose acceptance score ranks the first in this province and whose students have excellent foundation with good learning ability. However, restricted by the conditions of Qinghai area and the learning, senior students are facing the gap of knowledge when learning geography, especially in the basic parts like Earth and Map, World Regional Geography and China’s Regional Geography. Thus, to better adapt to the learning condition in this school, a study is needed which combines merits and demerits of the current 4 versions of textbooks based on students’ knowledge level and general characteristics to develop an outline embedded with regional geography.This paper mainly explains significance of developing specialized curriculum outline of geography, reasons of the development and its theoretical foundation as well as adoption measures. In addition, there are case studies during the practice with their conclusion and reflection. The purpose is to combine condition in Huangchuan Middle School. At the beginning of the new semester in senior grade 1, students will be taught fundamentals of this subject, i.e. the earth and the map. Then they will move on to natural geography. A gradual teaching method will be adopted based on their ages and cognitive structure. The major theoretical support of this curriculum includes Jean Piaget’s Cognitive-developmental Theory, David Pawl Ausubel’s Cognitive Assimilation Theory, Constructivism, the Multiple Intelligence Theory and theories of Mr. Tao Xingzhi. During the process, the basis includes teachers’experience of ages, analysis of students’learning and their exploration of the four textbooks as well as content concerning regional geography. The goal is to finish the cohesion of junior and senior high school and enhancement of fundamental knowledge. In terms of teaching strategies, independent learning and collaborative exploration are fully encouraged which focus on the combination of the textbook and the real cases. The book covers both fundamentals and cases in order to foster students’multiple intelligence, to develop their ability to solve problems and interest in related problems in life and the exploration ability. Finally, students will be able to consider and solve questions from geographical perspectives.Thus, this curriculum is about to divide the current content into 5 modules, including Module 1:Outline of Basic Geographical Curriculum; Module 2:Outline of Natural Geography (Compulsive 1); Module 3:Outline of Humanistic Geography (Compulsive 2 and 3); Module 4:Outline of Selective Geographical Courses; Module 5: Outline of Supplementary Knowledge. They will be compiled respectively based on different mastering of geographical knowledge to adapt to students’ progress instead of passive acceptance of the present arrangement. By doing this can we take the learning condition of Huangchuan Middle School into consideration and make students’ learning significant.