Research On The Structural Analysis Of New Version Geography Textbooks For Senior High School Based On ISM

With the promulgation and use of the 2017 version of the curriculum standard for geography,new content has been added to the new textbooks compiled according to the 2017 version of the curriculum standard.The new textbooks has increased the proportion of "ocean" content on the basis of the original "ocean current" knowledge.The addition of new textbooks raises the requirements for teaching,and reasonable and effective textbook analysis is the basis to use new textbooks to carry out teaching for teachers.This study uses the literature research method,Interpretive Structure Model(ISM),text analysis method,and comparative research method to evaluate the compulsory"Ocean" of the five new geography textbooks of China People's Education Edition,Hunan Education Edition,Shanghai Edition,Shandong Edition,and China Map Edition.The content of the textbook structure analysis,in order to provide a reference for teachers to use the ISM to analyze the hierarchy and sequence of the textbooks' content,to provide a direction for teachers to use the new textbooks comprehensively,and to help students construct a compulsory "ocean" knowledge logic system.The main research content and results are as follows.First,sort out the research literature on the comparative study of geography textbooks at home and abroad,and the application of ISM in the analysis of textbooks.Five sets of new geography textbooks'(the Chinese People's Education Edition,Hunan Education Edition,Shanghai Edition,Shandong Edition and China Map Edition)compulsory "Ocean" is the research object.The author designs a textbook structure analysis process based on the ISM suitable for the subject of geography,including extracting the core content of the textbook,drawing the path diagram of the relationship between the elements,finding the adjacency matrix,finding the reachable matrix,and constructing the core element level distributed and directed structure diagram of the textbook..Second,through literature analysis,communicating with experts and front-line teachers,the author extracts the knowledge elements of the compulsory "ocean" content of each set of textbooks,and establishes a directed graph of the elements of the five sets of textbooks based on ISM in order to clarify the hierarchical,sequential,containment relationship,big concepts and small concepts of knowledge elements.Third,the author integrates the knowledge structure of five sets of textbooks to establish a new textbook compulsory "ocean" content concept system;uses the new textbook compulsory "ocean" content concept system to compare the knowledge structure's differences of "ocean" geography in the new textbook from the breadth of knowledge,core elements,the bottom-level basic elements,the highest-level elements,and the construction process of the typical elements.In addition to the diversified characteristics of the distribution of elements,the five sets of textbooks share a high degree of consistency with the curriculum standards;pay attention to the interaction of"people","land","land" and "land",penetrate the coordinated development of people and land;summarize and form core concepts,and deduct the influence of "people" and"land”.Besides,the contents of "sea-atmosphere interaction" is less;the depth of basic elements and the expansibility of core concepts are different;there is some lack of connection between knowledge element modules;the contents attach more importance to natural geographical environment factors than features with human.Fourth,basing on the analysis results and the ISM analysis method,the author puts forward suggestions for analyzing the teaching materials,teaching methods and other aspects to improve teaching suggestions.Suggestions include "Sequence:break through the structure of teaching materials and optimize the teaching sequence;relevance:comprehensive use of teaching materials to expand the breadth of knowledge;integrality:establish an overall knowledge system to train students Comprehensive Thinking;enrich teaching materials and infiltrate the cultivation of values".