Research On Consistency Of Geography Textbooks And Curriculum Standards In Senior Middle School

At the end of 2014,the Ministry of Education initiated the revision of the general senior high school curriculum standards.A new geography curriculum standard,the General Senior High School Geography Curriculum Standard(2017-year Edition),was officially issued in 2018.Curriculum standards,as instructional documents of education and teaching,are an important basis for the preparation of textbooks and test propositions,and the quality of textbooks as a guiding tool for student learning affects the development of students.The new edition of geography textbooks based on the 2017 edition of the curriculum standards has been put into use in the fall of 2019.Whether the new version of the textbook has met the requirements of the curriculum standards is a scientific issue worthy of study at present.With the help of certain research tools,it is of great significance to analyze the consistency of textbooks and curriculum standards.This article selects the compulsory textbook of high school geography published by the People's Education Press in 19 years and its supporting teachers' reference book as the research object.By using the SEC(Surveys of Enacted Curriculum)consistency analysis mode,it analyzes the consistency with the 2017 edition of the curriculum standards On the basis of research methods such as content analysis,quantitative research,and comparative analysis,the study builds a two-dimensional matrix coding table of content topics and cognitive level dimensions,and separately encodes and standardizes textbooks and curriculum standards.The consistency calculation formula obtains the total degree of consistency between the two,analyzes the consistency from the content theme,level of recognition,distribution of key points,etc.,and puts forward suggestions to improve the consistency of textbooks and curriculum standards.The conclusions of the study are as follows:(1)The overall consistency coefficient of the geography book one and the 2017 edition of the curriculum standards is 0.7425,which lies in the confidence interval [0.5582,0.8085].Therefore,the geography book one and the curriculum standard,but failed the significance level test with a confidence level of 0.05;(2)In terms ofcontent subject dimensions,the correlation coefficient between the geography book one and the curriculum standard is 0.995,which is significantly positively correlated.In the specific content theme dimension,the proportion of the geography book one in natural environment elements /landscape themes is lower than the curriculum standard of version 17;the proportions of the two topics of earth knowledge,natural environment and human activities are slightly higher than the curriculum standards;the proportion of information technology topics is the same;(3)In terms of the level of recognition level,the correlation coefficient between the geography book one and the curriculum standard is 0.895,which is significantly positively correlated.In terms of specific cognitive level,the geography book one requires higher memory level than the curriculum standard,and requires less understanding level than the curriculum standard.The textbooks increase the requirements for students' application and analysis level.(4)In terms of key distributions,the geography book one and the curriculum standard emphasize the understanding of natural environment elements / landscapes.In order to improve the consistency between textbooks and curriculum standards,the content requirements of the curriculum standard should improve the level setting,pay attention to detail and appropriateness,and clarify the cognitive level requirements of behavior verbs.Textbook writers can strengthen communication with curriculum standard makers,make the textbook knowledge system and chapter layout as close as possible to the curriculum standard requirements,and improve the quality of textbook compilation.Finally,in order to better evaluate the textbooks and curriculum standards in China,the majority of educational researchers should build a localized consistency analysis model suitable for the evaluation of Chinese curriculum reform based on the western consistency analysis model.