A Comparative Study Of High School Geography Textbooks On Resources,Environment And National Security Based On New Curriculum Standards

In the context of the world’s unprecedented changes in a century and the strategic overall situation of the great rejuvenation of the Chinese nation,China’s national security is facing more new challenges.At the 20 th Party Congress,General Secretary Xi Jinping made the suggestion that "a new security pattern should be used to guarantee a new development pattern and build a higher level of a peaceful China," which perfectly encapsulates the significance of increasing our citizens’ awareness of national security.In this context,China’s new round of geography curriculum reform also attaches more and more importance to national security education,for this reason,the "General High School Geography Curriculum Standards(2017 Edition Revised 2020)"(hereinafter referred to as Geography Curriculum Standards)has added the theme of "resources,environment and national security" as a new optional compulsory subject3.The textbook has set a lot of national security education contents for resource and environment issues,which is important for cultivating students’ overall national security concept and solving contemporary resource,environment and national security issues.Based on the new geography curriculum standards,this paper conducts a comparative study of the selective compulsory three high school geography textbooks of the Renjiao,Xiangjiao,Zhongtu,and Lujiao editions using the literature analysis method,comparative research method,and quantitative analysis method,and launches a systematic analysis in three aspects: the organizational framework structure of the textbooks,the fit with the geography curriculum standards,and the surface system of the textbooks,and obtains the following three conclusions:(1)In terms of the organizational framework structure of the textbooks: the number of chapters in the four editions varies,but in general they are organized in the order of natural resources exploitation and national security,environmental protection and national security.At the same time,while ensuring the integrity of the content,appropriate adjustments have been made to add some knowledge content that can help teaching.(2)In terms of the fit with the geography curriculum standards: the four editions of geography textbooks expand and supplement the content of the main text through rich and diverse cases and activity sections to implement the standards.The central content of each chapter matches well with the geography curriculum standards,and activities such as reading,knowledge window,and self-study window are used to assist teaching.In addition,while ensuring the requirements of the curriculum,the Hanyu Education version adds new chapters to supplement the knowledge,focusing on the "why","what","how" of the central knowledge.In addition,the Hanyu textbook adds new chapters to supplement the knowledge from the perspective of "why","what" and "how" to pave the way for the learning of central knowledge,and pays more attention to the consistency and logic of knowledge.(3)With regard to the surface system of teaching textbooks:(1)Text system: First,the teaching guides in the Renmin Education version of the textbook have a complete structure and echo back and forth;the teaching guides in the Zhongtu version of the textbook are more inquisitive;the guides in the Xiangjiao and Lujiao versions of the textbook are set in a more conventional way.Secondly,the geography basic knowledge expressions in the teaching materials of the Renmin Education version are more not obvious and need to be summarized;the teaching materials of the Xiang Education version,the Zhongtu version and the Lu Education version show more direct and obvious positions;Thirdly,the teaching aids of the Renmin Education version pay attention to the novelty and interest of the content;the teaching materials of the Xiang Education version and the Lu Education version focus on reading and knowledge window activities and pay attention to the cultivation of students’ reading inquiry ability;the teaching aids of the Zhongtu version The most types,focusing on guiding students’ independent inquiry learning.(2)Image system: All four editions of geography textbooks focus on the use of geographic images and have a variety of types;in addition,the image system is well integrated with the text system and activity system.However,there is still room for improvement in the distribution of images,the number of settings,and the combination of images and the presentation of images.(3)Activity system: the textbook of the Human Education edition is mainly composed of thinking,activities and cases,with a balanced distribution;the textbook of the Xiang Education edition is mainly composed of two sections of reading and activities,but the distribution of activity sections between chapters is uneven;the textbook of the Zhongtu edition has the most abundant types of activities among the four editions,but it is easy to distract students’ attention,so we can consider merging the activity sections with similar forms and a small number of activities;the textbook of the Lu Education edition has fewer types of activity sections,but the distribution of each activity section is more balanced,focusing on the expansion of knowledge.Based on the results of the study,this paper provides several suggestions for the application of the teaching materials:1 Base on the curriculum standards,take the strengths and make up for the weaknesses;(2)Plan the use of activity sections reasonably and prioritize;(3)Explore the value of nurturing people and improve the national sentiment;(4)Expand geography practice and enhance national security awareness.