The Gradient Research On The Static Difficulty Of The PEP Geography Textbooks For Junior And Senior High Schools

In January 2018,the Ministry of Education promulgated the "General High School Curriculum Standards(2017 Edition)".The textbooks compiled based on the curriculum standards have also changed accordingly.The changes in the concept and structure of the new and old textbooks have led to the difficulty of the junior and high school textbooks.The gradient of has changed.How to rationalize the gradient of the difficulty of teaching materials and conform to the law of students' physical and mental development are all problems that need to be solved urgently.Therefore,considering the gradient of the difficulty of the textbook,it is of great significance to use an operable quantitative model to analyze the difficulty and its gradient of the textbook.This article takes the junior high school geography textbook published by the People's Education Edition as the research object,divides the high school textbook into 14 topics according to the curriculum standards,finds out the content of the corresponding junior high school textbook,and obtains the topic with the cohesive part.According to the behavior verbs stipulated in the geography curriculum standards of junior and senior high schools,the evaluation criteria for behavior verbs are formulated from the three dimensions of knowledge goals,skills goals and experiential goals,and then according to the teaching goal requirements of the teacher's book,each knowledge point is in-depth Assign the value,and use the number of knowledge points in each chapter as the breadth of knowledge assignment,using the static modulus of course difficulty N=a S/T+(1-a)G/T and gradient calculation formula of Professor Shi Ningzhong and Kong Fanzhe for quantitative research Tool to calculate the gradient of the knowledge difficulty of geography textbooks in junior and high school,and analyze the results.The research conclusions are:1.The order of the textbook breadth difference between junior and senior high schools is as follows: industrial location,environment and development,natural environment and human activities,population,landform,vegetation,transportation,settlement.(The difference in the breadth of vegetation and landform is the same.)2.The descending order of the depth difference of textbooks on the theme of the connection between junior and senior high schools is:vegetation,population,settlement,environment and development,landform,natural environment and human activities,industrial location,and transportation.3.The order of the difficulty difference of textbooks connecting subjects between junior and senior high schools is as follows:landform,natural environment and human activities,vegetation,settlements,population,environment and development,transportation and industrial location.4.The order of the difficulty gradient value of the textbooks for the connection between junior and senior high schools is landform,settlement,natural environment and human activities,vegetation,transportation,population,environment and development,and industrial location.Based on the above research results,some reference suggestions are provided to the textbook writers and users.The design of teaching materials should take into account the characteristics of students' physical and mental development and the existing knowledge level,and fully consider the difficulty of linking topics and the gradient of difficulty in geography teaching materials for junior and senior high schools,so as to conform to the laws of students' cognitive development.Users of textbooks should fully research textbooks,choose appropriate teaching methods,find internal connections between knowledge points,and reduce complexity to help students overcome learning obstacles,and do a good job in the connection of junior and senior high school geography learning.