Research On The Geography Thought Embodiment And Teaching Design Of The New Geography Textbook For Senior High School

In 2014,the Ministry of Education promulgated the "Opinions on Comprehensively Deepening Curriculum Reform to Implement the Fundamental Task of Establishing Moral Education," which sought to establish an intrinsic connection between core literacy and curriculum teaching.Subsequently,the "General High School Geography Curriculum Standards"(revised in 2017 and 2020)introduced the subject objectives of core literacy in geography.These initiatives aimed to implement the fundamental task of establishing moral education and to foster the unique nurturing value of quality education.Geography core literacy refinement necessitates a thorough consideration of the essence of geography.The soul of geography lies in geographic ideas;studying these ideas allows for a reflection of the essence of geography,an emphasis on the discipline’s characteristics,and the effective guidance of teaching practices.Consequently,it is crucial to explore the geographic ideas embedded in teaching materials and employ them as guiding principles for teaching design,thereby effectively cultivating core literacy in geography.This paper primarily utilizes literature study,case study methodology,interviews,observations,and thematic analysis of secondary school geography textbooks.It focuses on the newly published high school geography textbook "Regional Development"(Humanities Education Edition)as a case study.The research aims to comprehensively examine the geographic ideas embodied in "Regional Development," design teaching cases,summarize teaching design strategies,and offer corresponding assistance and guidance for front-line geography teachers from both theoretical and practical perspectives.In this scholarly inquiry,the research questions can be meticulously delineated into two primary dimensions: the investigation of geographical idea embodiment and the scrutiny of design strategy formulation.On one hand,this academic endeavor utilizes "Regional Development" as a case study,delving into the manifestation of geographical ideas in instructional materials from a tripartite perspective:content,objectives,and expressions.This examination ultimately culminated in the summarization of the distinguishing characteristics inherent in the embodiment of these ideas.On the other hand,based on the geographical thinking reflected in the textbooks,starting from the perspective of the problems solved by teaching design,a teaching design strategy based on geographical thinking is ultimately proposed.After conducting research,this article has arrived at the following conclusion:Firstly,the characteristics of geographical ideas embodied in Regional Development are synthesized.From the content perspective: the study encompasses nine distinct geographical ideas,rendering the content comprehensive and thorough;it is centered on the fundamental principles of geography,with the human-earth relationship serving as the primary thread;the regional nature of geography is accentuated;and the research dimension of geography is prioritized,with the process idea as the benchmark.From the objectives standpoint: the aim of fostering geographic thinking is to guide students in analyzing regional development through the logical progression of "status quo-countermeasures-impact";the purpose of geographic thinking is explicit,emphasizing the cultivation of students’ ability to conduct regional research from the perspective of human-earth relations;the goal of geographic thinking underscores the qualities of "regional cognition" and "human-earth coordination." From the expression viewpoint: geographic ideas are articulated in a multitude of forms,primarily within the textual system;regional and process ideas attend to the expression of the image system;the textbook situates geographic ideas within a similar region for transfer utilize via the assignment system.Secondly,this paper encapsulates teaching design strategies predicated on geographic ideas from the problem-oriented standpoint by analyzing others’ exemplary teaching design cases,devising and implementing our own cases,and interviewing front-line geography educators in high schools.The specific strategies encompass:(a)goal establishment: focusing on regional ideas,underlining regional cognitive geography core literacy cultivation strategy;(b)content organization:grounded in the key ideas,structuring the knowledge factors strategy;(c)method selection: revolving around the process of ideas,employing the geography problem-based teaching method strategy;(d)process arrangement: emphasizing the scale idea,fostering a contextual thread throughout the strategy;and(e)evaluation design: targeting the development of thinking,utilizing a combination of expressive and formative evaluation strategies.In addition,guided by the theoretical basis,textbook analysis and case analysis,this paper designs three teaching design cases,namely,regional integrity and relevance teaching design,teaching design for the transformation and development of resource depletion cities-taking "the transformation and development of Fuxin City in Liaoning Province" as an example,and teaching design for resource allocation across regions-taking "the water diversion project from Chuer River to Xiliao River" as an example.