Research On The Change And Use Of Middle School Geopraphy Textbook In Our Country During Past 30 Years

China started to set up geography course in middle and primary school since the early 20 century, which has been hundreds of years. The relative studies of geography course is rather a lot, and the study of geography materials is one partial aspect of them. People’s Education Press has a long history of publishing geography materials. Therefore, the writer chooses one edition of geography standard course of compulsory education selected from 1980 s and one edition from21 stcentury corresponding to the geography course standard of our country as the research subject in order to make a comparative study. This paper mainly adopted literature review method, comparison analytic method, combing with the development of the geography curriculum standards. The writer takes “the earth and map” section as a case to make a longitudinal comparison in terms of the selection of geography teaching material contents, the organization of teaching material content and the presentation of the teaching material content.Based on the comparison of teachers management of materials, the writer tries to do a questionnaire survey and an analysis of problems in order to offer some suggestions about compiling textbooks as well as using textbooks.Firstly, from the point of geography curriculum standard development, the creation of the geography curriculum standards get more scientific and perfect. The course established three dimensions of the target------”knowledge and skills”; “process and methods”; “emotional attitude and values”, which present its hierarchical construction. Moreover, the creation of course content is more accurate. Under the guidance of course objectives baton, the course content items, the description of knowledge and skills as well as the determination of emotional attitude and values are more accurate. Moreover, the suggestions for teaching in geography curriculum are more scientific.Secondly, by the case study of "the earth and map" combined with the comparison of three periods of junior middle school geography textbooks, it is found that the selection of the content of the junior high school geography textbook is more scientific, which conforms to the tide of new geography curriculum reform. Besides, the increase or decrease in some parts of the content makes the selection of content tend to be more real, practical and modernized. The framework of the teaching material are more perfect and the content is more logical and clearer, which can follow the law of the psychological characteristics of students so that it can arouse students’ interest in learning.The content of the teaching material tends to be visual, both in the type of image, quality and graphic style. It manifests the development of the age.Thirdly, on the questionnaire survey by using the section of "the earth and map" shows that at present teachers’ teaching material comparative consciousness is limited by themselves and external conditions;that Junior middle school and high school teaching material contents arerelatively lack; that teachers think that teaching material framework of content can be more diverse; and that there is a certain gap between the practical courses and ideal text course.On the basis of comparative analysis and questionnaire survey, the enlightenment can be put forward in the aspect of the compiling of the junior high school geography teaching material in China. Firstly, attention should be paid to the systemic and difference of teaching material selection and the knowledge system should be formed.Secondly, the organization of teaching materials should be logical and diversification; Furthermore, presenting the image of teaching content to be fine. For teachers, first of all, teachers should improve their professional competence, and to grasp the teaching trends; second, teachers organize the teaching content can be combined with the actual teaching situation flexible; then, take advantage of teaching activities to highlight the processes and methods; finally, teachers should feel free to students attitudes and values of education, focusing on students’ physical and mental development.