Research On The Development Of Geography School-based Curriculum Under The Cultural Background Of Maritime Silk Road

China’s three-level curriculum management system is constantly improving,and the space for the development and implementation of school-based curriculum is also expanding.At the same time,the geography curriculum standard for senior high schools(2017 Edition)also encourages schools to carry out school-based curriculum development according to the actual situation,so as to meet the needs of students’ development.Based on the above policy environment,this study will combine the author’s investigation of school students and the combing of Haisi culture,and try to carry out the school-based curriculum development of Haisi culture,so as to meet the development needs of students and explore the path of school-based curriculum development of culture.The research methods adopted in this study include literature research,field survey,questionnaire survey,empirical research and so on.Firstly,it combs the general laws of school-based curriculum development from the literature,knows the different students’ interpretation of the connotation of Haisi culture,and defines Haisi culture in combination with the research content.Secondly,during the internship in school,the students’ cultural cognition and development intention are investigated to understand the students’ cognition of relevant culture and students’ expectations for the school-based curriculum of Haisi culture,so as to help teachers establish the general direction of development.Thirdly,it combs the curriculum resources of Haisi culture in Guangxi,puts forward the idea of curriculum development path,screens and integrates curriculum resources,formulates curriculum objectives,formulates curriculum syllabus,compiles curriculum teaching materials and selects evaluation methods.Finally,through classroom teaching,test the teaching effect,obtain the students’ after-school feedback,reflect on the shortcomings of curriculum development,and summarize some development laws.Finally,this study draws the following conclusions.First,through questionnaires and interviews,it is found that some students do not have a comprehensive understanding of Guangxi Culture and ignore the existence of Guangxi marine culture.At the same time,they also look forward to the school-based curriculum of Haisi culture and are willing to carry out curriculum learning in different forms.Second,in the process of combing the curriculum resources of Guangxi Haisi culture,this study divides the curriculum resources into seven parts:Haisi history,Haisi geography,Haisi current politics,Haisi architecture,Haisi folk customs,Haisi scenic spots and Haisi industry.Through field visits and investigations,it is found that some Haisi scenic spots have the basic conditions for carrying out cultural practice activities.Thirdly,based on curriculum resources and combined with the development principles,this study attempts to use the strategies of setting up situations,interdisciplinary and problem-solving in the textbook design,carry out the textbook compilation,and create electronic and paper textbooks.Fourth,in the classroom practice,based on the prepared teaching materials,the teaching is carried out by means of group cooperation and cultural sharing,and the learning feedback of students is obtained through course perception and after-school interview,so as to find deficiencies in time and seek strategies for improvement.Fifthly,through the research,this paper summarizes the laws of some cultural school-based curriculum development from the aspects of development premise,organization mode,emotional experience and teaching evaluation.