Compiling Logic And Teaching Orientation Of Geography 1 Textbook Based On ISM Method

Geography textbook is an important part of geography curriculum reform and classroom teaching.It is not only an important resource for students to learn geography,but also an important basis for teachers to organize geography classroom teaching.The structure of geography textbooks is analyzed to clarify the interrelationships of knowledge.Important aspects of textbook research.In order to clarify the logical relationship between the concepts or knowledge points in the textbook,instruct teachers to scientifically and effectively grasp the structural system between the teaching content,innovate teaching design,and help students better understand the learning content.This article clarifies the application of teachers and students through interviews and questionnaires.There are still problems in the textbooks,and the Interpretative Structural Model(ISM method)is applied in a targeted manner to analyze and present the learning content structure of the high school geography textbook "Geography 1" published by the People's Education Press.Based on the innovative research results The major concepts of geography in the learning unit were extracted from the ground,and the teaching design under the control of the major concepts was advocated.Experiments proved that the teaching reform can achieve good teaching results.This article uses the literature research method to comb the research status of textbook structure in my country,and finds that although the current research results in the field of textbook structure analysis in my country are relatively rich,a considerable part of the research is limited to the field of textbooks.Even if the research results are used to guide the teaching of geography,it only stays in the field.In terms of shallow exposition,it fails to grasp its essential relationship fundamentally,and it lacks specific teaching practice.On the basis of full argumentation,the basic questions of this article are put forward.Combined with the investigation and analysis of the use of teacher and student textbooks,it is found that both front-line geography teachers and students generally have unclear understanding of the textbook structure and vague understanding of subject concepts,which restricts the in-depth reform of classroom teaching under the new curriculum concept and hinders The development of deep learning for students.In response to the specific problems discovered,this article uses the ISM method to analyze the knowledge structure of the Chinese People's Education version of the high school geography textbook "Geography 1",draws a "directed map of internal elements of chapters" with chapters as the unit,and sorts out the learning in chapter topics The structural relationship between the content,according to the knowledge structure map to find the upper level of the subject concept.Based on the above research results,we advocated the geography learning method based on the general concept of the subject,paid attention to the construction of the conceptual structure system of the students,explained the basic path of unit teaching under the control of the general concept,and provided specific teaching cases to test the innovation of teaching Effectiveness.The author selects high school students from a middle school in Jinan to conduct educational experimental research.By comparing the experimental class and the control class students' academic performance,drawing situation,classroom feedback,etc.,it is concluded that the design teaching under the control of the big concept has indeed improved the students' learning Achievement improves the conclusion of students' comprehensive thinking,and provides a feasible method and idea for teachers to carry out geography teaching.The ISM method is an effective means of textbook structure analysis.It has important reference value for teachers to carry out teaching design and students to carry out meaningful learning by constructing a hierarchical directed graph between textbook knowledge elements.