Geographical Study In Junior High School Geography Textbooks

Geographical location refers to the spatial relationship between one thing and other things in the surface of the earth.Recognizing geographic location is the premise and foundation for students to understand geographical things and the starting point for students to learn regional geography.It is an important task of geography teaching to train students to think about "where is it" and other geographical issues.Geography curriculum standards at home and abroad attach great importance to the teaching of geographic location.It can be said that the writing status of geographic content in geography textbooks affects teachers’ teaching ideas of geographic location and the way students understand geographic location.However,the academic circles have not explored the idea of ??geographical location based on geographical thoughts enough,and some geography teachers have not yet understood the core geographical concept.Therefore,it is particularly urgent and important to discuss the status of writing and using geography in junior middle school geography textbooks.In this study,on the basis of clarifying the geographical location requirements of the compulsory education geography curriculum standards and combing the geographical location cognitive ideas based on the geographical thinking method,through the analysis of the textbook content,the status of the implementation of the geography curriculum standards in the junior middle school geography textbooks of the People’s Education Edition is explored And the situation that reflects the thinking of geographical location based on geographical thinking methods.After that,survey the junior middle school geography teachers’ understanding,evaluation and application of the geographical location content in the textbooks.Based on the above research results,the textbook writers are suggested to revise the geographical content of the textbook,and the geography teachers are suggested to use the geographical content of the textbook.After combing through the literature,it is concluded that the geographic curriculum requirements for geographic location involve rich knowledge points,including finding out the geographic location,describing the geographic location,analyzing the impact of the geographic location,and evaluating the geographic location,taking into account the cognitive level from understanding to application,And pay attention to using geographic methods such as maps and scales to understand geographic location;on this basis,combining geography theory and the actual situation of junior middle school geography teaching,combing out geographic location cognitive ideas based on geographic thinking methods,namely in When describing,analysing and evaluating geographic location,we must follow certain cognitive thinking,and pay attention to the use of geographical thinking methods such as scale thinking,process thinking,location connection concept,map method and geographical comparison method.After analyzing the current situation of the geography content in the junior middle school geography textbooks of the People’s Education Edition,it is concluded that the geography textbooks of the junior middle school people’s education version basically fulfill the requirements of the curriculum standards on the geographic location in terms of content selection,content organization and presentation;description and analysis Different from the evaluation of geographic location and the embodied geographical thinking methods in the four textbooks,the compilation of relevant content has certain characteristics,but the description,analysis,evaluation of geographic location and the embodied geographical thinking methods are not sufficiently specific and obvious The text and the image system are not tight enough.Through semi-structured interviews with geography teachers using the junior high school geography textbooks,it is concluded that the respondents did not understand the three aspects of the textbook’s cognitive location,and they did not have a deep understanding of the geographical thinking methods contained in the textbooks.During the teaching process,the interviewees made full use of the writing features presented in the textbooks,but did not deal with the shortcomings of the geographical content in the textbooks.The application of geographical thinking methods contained in aspects and textbooks is also insufficient.Based on the above research,it puts forward the suggestions for the compilation and use of the geographical location content in the junior middle school geographytextbooks.It is recommended that textbook writers display the cognitive ideas of geographic location in the text content of the textbook text system,in the image reading guide of the image system,and in the title requirements of the activity system,improve the reading tips in the textbook,and read in the textbook Materials or instructional guides introduce the geographical thinking methods contained in cognitive geographic location.At the same time,it is recommended that teachers use the junior high school geography textbooks for geography content teaching to master the cognitive ideas of describing,analyzing,and evaluating geographic locations in textbooks,and summarize the geographical thinking methods contained in cognitive geography in textbooks.Supplement and improve the relevant maps,guide students to recognize the geographical location characteristics from the regional geographic characteristics,and transform the image language into more intuitive diagrams.