| With the implementation of the compulsory education geography curriculum standards in 2011,geography textbooks based on curriculum standards have also been promulgated.The biggest innovation in the newly compiled geography textbooks is the increase of “activity” proportion.The setting of “activity” not only stimulates students' interest in studying geography,but also plays an important role in cultivating students' geographical literacy.Based on previous studies on “activity”,this thesis takes geography textbook version of PEP for example,using literature research,data analysis,and case analysis to study the following two aspects.The first is to explore the classification of action verbs in the geography curriculum standard of compulsory education and the activity requirement of textbooks.The second is to discuss how to design “activity” according to the requirements of action verbs and draw the following conclusions:Firstly,there are 137 action verbs in geography curriculum standard of compulsory education,among which the number of 126 are knowledge target action verbs accounting for 92%,8 target action verbs accounting for 5.8%,and 3 affective target action verbs accounting for 2.2%.It can be seen that geography curriculum standard of compulsory education focuses on students' learning of basic knowledge of geography.Secondly,through the statistical analysis of the action verbs in the geography textbooks of compulsory education,we find that they have the following characteristics: 1.the action verbs in “activity” are evenly distributed,but the frequency of use of action verbs varies greatly.In “activity”,there are 158 action verbs,which are evenly distributed in four geography textbooks.The highest frequency of the use of “knowledge” is about 38.6%,while the use of other action verbs is low.2.The number of action verbs in “activity” is large and the types are abundant.In the secondlevel title of “activity”,there are 379 action verbs and 59 types.3.Fully embodies the subject of geography,using disciplinary action verbs in “activity”,for example,“analysis”,“induction”.4.Fully embodies mental characteristics.In “activity”,there are both action verbs pointing to a lower level of thinking,such as “fill out” and “observe”,and action verbs pointing to a higher level of thinking,such as “induction” and “explanation”.Thirdly,the overall goal of “activity” is set reasonably,which is consistent with the learning level required by the curriculum standard.In other words,the goal of “activity” mainly focuses on the memory of basic knowledge and the cultivation of the ability to understand simple geographical phenomena.Fourthly,by studying “activity” design of teaching cases,we gain some enlightenment in “activity” design.That is,according to the curriculum standards,to interpret the action verbs in the requirements of “activity”.And the design of “activity” goal accords with the students' cognitive level.According to the thinking level of “activity”,the corresponding teaching method is selected.Create learning conditions according to the goal of “activity”.According to the above inspiration,nine “activity” designs of different categories of “speak”,“explain” and “analyze” are designed,which respectively speaking the relationship between the distribution of water resources and the characteristics of topography in China;speaking the distribution characteristics of towns in Tarim basin;speaking the difference of annual precipitation between rice and wheat in India;explaining the reasons for the difference in snow thickness between yanji and mohe and Changchun;explaining the reasons for distinguishing renewable and non-renewable resources;explaining the important role of the Turkish channel and the Suez Canal in the connection between east and west;analyzing the influence of monsoon on temperature in China;analyzing the relationship between residents and local natural environmentanalyzing the causes and countermeasures of water shortage in the Middle East. |
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