The Reasoning Ability Study Of High School Geography Curriculum3

The literature method and comparison method were adopted in this paper to study "High School Geography Curriculum Standard (Experimental)" and summarize the expressions of requirement for inductive inferences. To "High School Geography Curriculum3", the dissertation analysed its reasoning educational requirements and systemic structure. To "Geography·Compulsory Course3" from People’s Education Press (PEP), the essay investigated the carrier of knowledge, the shortcomings and innovative edges during implementing the "Curriculum Standard ", it also revised the reasoning educational contents and projected a specific teaching case. Furthermore, the differences of inductive ability between "Geography Curriculum3Standard " and "teaching material of PEP " were discussed by surveying high school students’ reasoning current situations. The research results indicated that "High School Geography Curriculum3" emphatically cultivated students’ inductive and deductive abilities, but it was short of comparison ability training. Teachers were apt to overlook students’ inductive ability development in the practical teaching. Reasoning ability had a realistic significance to students’geography study and exam.