Research On The Consistency Of Teaching Aims Between The Two Versions Of Textbooks Tourism Geography And Curriculum Standards

The high school curriculum reform lead a vital role in Chinese newreform of basic education."Tourism Geography" course in high school isimportant to the reform, and is the inevitable trend of the new idea ofeducation in high schools. This study aims to provide a reference forclassroom teachers organizing the teaching, and to put forward thesuggestion of revising textbook, and to provide the basis for selection oftextbook for the education sector. This paper adopted research methods ofrefering to iterature, comparativing and interviewing. At first, confirmedthe classification of teaching aims,then interpreted the curriculumstandards of Tourism Geography" and the teaching aims of the twoversions Tourism Geography textbook. Finally, compared and analyzedthe degree of fit of the same information in the textbook and curriculumstandards. The main conclusions as follows:First, structure of three-dimensional teaching aims of Zhongtu andLu textbook are Consistent compared with the curriculum standards, andboth focus on the knowledge target. We can see from thethree-dimensional target ratio, Zhongtu textbook is more emphasis onimparting knowledge. It is not very clear reflected in process and methods,advocated by the new curriculum standards, and the embodiment ofemotion, attitude and values targets. Lu textbook is not only moredetailed in the arrangement of teaching content, but more focus on theaims of skills and students’ emotional attitude and values, which based onthe premise of knowledge target.Second, as far as the knowledge goals,the consistency level between Zhongtu textbook and curriculum standards is relatively high,but relatively low of Lu textbook and curriculum standards. Zhongtutextbook not only included the requested content in the curriculumstandards, but refinement expanded that Slightly exceed the contentarea.What’s more, the textbook made a meticulous division of the aims,and the level of the specific content requirements are fluctuated aroundthe requirements of curriculum standards. Lu textbook highlighted itsown characteristics, not completely in accordance with the contentstandards of the curriculum standards in the content arrangement. So, thesetting range of knowledge target is not entirely consistent withcurriculum standards. Second, even with a title or chapter, the knowledgecontent of Lu textbook and curriculum standards also had a largedeviation, differences are often found in the setting of knowledge target.Forth, the consistency level of skill aims between Zhongtu textbookand curriculum standards is higher, but it is lower between Lu textbookand curriculum standards. Skill aims of Zhongtu textbook are inaccordance with curriculum standards in quantity and distribution,evenmost content and request level. However, the setting of skill aims of Lutextbook and curriculum standards are not symmetrical,and the contentare not consistent.Fifth, the consistency level of experience aims between Zhongtutextbook and curriculum standards are both low. It is much diffierentbetween Zhongtu textbook and curriculum standards in contents andlevels. Lu textbook set much more than two pieces of requests comparedwith curriculum standards, but included the requests in different chaptersand sections.The level of experience aims in Lu textbook is consistent tocurriculum standards, but not symmetrical to it. Except that, the requestsin Lu textbook exceeded curriculum standards for more detailed.In the end, considered of three-dimensional teaching aims totally, theconsistency level between Zhongtu textbook and curriculum standards ishigher than that between Lu textbook and curriculum standards.