Comparison Study On Image System Of Geography Textbook For Junior High School Between PEP Edition And Ontario Edition

In the era of "global village",the development and progress of science and technology provides a variety of modern information media,abundant teaching resources,a variety of classroom modes and multiple evaluation methods for basic education,which further strengthens the role of "visual culture" in the basic education."Visual culture" is closely related to geography education,and its cultivation of students' visual literacy is intuitively reflected in the cultivation of students' image processing ability such as reading,drawing and drawing.Cultivating students' visual literacy can play the better teaching function of geography images to promote the cultivation of students' geographical core literacy.There are an excellent curriculum teaching and a mature evaluation system in Canadian basic geography education.Domestic scholars,however,pay less attention to it,which makes the research in this field have a considerable prospect.From the perspective of visual literacy,this study analyzes and compares the image systems of geography textbook in junior high school between the PEP Edition and the Ontario Edition,which makes sense to many researches such as the integration of visual literacy and geography,the Canadian geography basic education research,the geography education comparative study,the optimization of geography teaching in junior middle school.After combing the previous research achievements,this study puts forward four research questions:How to define the visual literacy of geography?How to construct a comparative research model of geography textbook image systems in junior high school between China and Canada based on visual literacy?How to design the visual literacy evaluation scale of the geography textbook image system?What is the enlightenment to optimize the visual literacy training of the geography textbook image system of junior high school?Research methods of the study mainly cover literature research method,AHP,expert consultation method,content analysis method and scale evaluation analysis method.First,the paper proposes the research background and significance of this paper,according to the analysis and comment on the current situation of related research at home and abroad,determines the research ideas and research methods of this paper and obtains the basic research scheme.Second,it discusses the theory,clarifies the concepts of "geographic visual literacy" and "geographic image system",and determines the theoretical basis.Third,select the visual literacy ability factors and combine the characteristics of geographic image system to develop the preliminary scale evaluation index,and then consults the scale through the expert consultation method and modifies and improves the scale according to the experts' opinions to get the visual literacy evaluation scale of geography textbook image system as the evaluation tool of this study.Fourth,using content analysis method and scale evaluation analysis method to evaluate,analyze and compare the Grade 7 geography textbook image systems between the PEP Edition and the Ontario Edition,and construct a comparative research model of geography textbook image systems in junior high school between China and Canada based on visual literacy,and get the characteristics,similarities and differences of visual literacy training of the textbook image system in the two editions.Fifth,in view of the problems existing in the textbook image systems of the two editions,the paper proposes the corresponding optimization strategies.Finally,it summarizes the main research conclusions,shortcomings and prospects of this paper.Based on the analysis and comparison of the surface layer of the whole Grade 7 geography textbook image systems between the PEP Edition and the Ontario Edition,it obtains the similarities and differences of the visual literacy training of the textbooks in the two editions.(1)The same points are as follows:①ensuring the good perceptibility and interpretability of geographical images to cultivate the visual literacy;②the construction of a real geographical situation is conducive to visual perception;③cultivating a comprehensive visual literacy with various forms of image expression.(2)The differences are as follows:①the training forms of the visual literacy of textbooks in the two editions are different;②it is more prominent that the Ontario textbooks can rely on image quality to cultivate visual literacy;③there are different views on the cultivation of the visual literacy of textbooks in the two editions.By using the evaluation scale to evaluate and compare 100 images extracted from the Grade 7 geography textbooks between the PEP Edition and the Ontario Edition,it obtains the similarities and differences of the visual literacy training of the textbooks in the two editions.(1)The same points are as follows:①the textbook images play an important role in the cultivation of visual literacy of learners;②the textbook images can provide a good geographical image situation for the cultivation of visual literacy of learners;③ the geographical landscape pictures of textbooks have a considerable improvement prospect;④there are some deficiencies in the cultivation of visual evaluation and visual innovation by the textbook images.(2)The differences are as follows:①the images of the Ontario textbooks play a good role in the cultivation of visual literacy;②the image types of the PEP textbooks are more comprehensive,and the ways to cultivate visual literacy are more flexible and diverse.Through the analysis and comparison of the textbook images in the two editions,it is found that the main problems of the textbook images in the two editions are as follows:(1)the image clarity and image fit of the image systems of geography textbook in the PEP Edition for junior high school need to be improved;(2)the connection between the images of the PEP textbook and the real geographical situation is insufficient,and the training of the students' the visual literacy and regional cognition are inadequate;(3)the connection between the images of the Ontario textbook for junior high school and the laws of students'physical and mental development and cognitive development is inadequate,resulting in the situation that the image information density is too high and the requirements for students are too high;(4)the geographical images of textbooks in the two editions are inadequate to cultivate students' image evaluation and image innovation ability.In view of the problems found,it proposes corresponding optimization strategies:(1)in the actual teaching,we should select the clearer and more suitable geographical images to improve the ensemble aesthetic perception of the images and optimize the teaching;(2)according to the teaching content,we should choose the geographical images which are closely related to the real geographical situation to enhance the perceptibility of the geographical image,which is conducive to enhance the visual literacy and cultivate the regional cognition;(3)following the law of physical and mental development and cognitive development of learners,enriching the image expression forms of geography information and reducing the information density of images appropriately;(4)developing and building a complete image resource base to improve the cultivation of visual literacy and image ability.The innovation of this study includes the innovation of the research perspective and research methods.From the perspective of visual literacy,this study analyzes and compares the image systems of geography textbook in junior high school between the PEP Edition and the Ontario Edition,which makes the research perspective relatively novel.Moreover,AHP is used to determine the index weights of the evaluation scale and expert consultation method is used to modify the scale,which makes the method of determining weight realize the combination of subjective and objective.