Development And Practice Of School-based Curriculum Based On Geographic Societies

In 2001,China began implementing a three-level curriculum management system at the national,local,and school levels.With the development of school-based curriculum,the development and implementation of school-based curriculum in the field of geography in secondary schools in China have played an important role in compensating for the shortcomings of national and local curriculum.In the new era,the concept of geography curriculum has undergone changes,and the cultivation of subject elements has become a hot topic.Under the "double reduction" policy,club activities have become popular in high schools.Therefore,the development of geography club school-based curriculum has important practical significance for improving school characteristic curriculum resources,improving teachers’ professional level,and cultivating students’ core geography literacy.This article takes the school-based curriculum development under the geographical community model as the starting point,and takes the Jiuzhou Geographical Society in the Yubei Campus of Chongqing No.8 Secondary School as a case study for practical research.First of all,through the literature research method,we understand the current research situation of geographical associations and school-based curriculum development at home and abroad.The research basis is Dewey’s "learning by doing" theory,Theory of multiple intelligences theory,the zone of proximal development theory and situational learning theory.Then,by using the survey method and statistical analysis method,this paper studies the development and implementation of the school-based curriculum of geographical associations in some secondary schools in Yubei District of Chongqing.The results show that there are some problems in Yubei District,such as insufficient awareness of the importance of developing school-based curriculum of geographical associations in schools,weak initiative of teachers to set up geographical associations,too single content of school-based curriculum of geographical associations,and insufficient participation and attention of students to geographical associations.In view of the problems existing in the school-based curriculum development and practice of the geographical community in Yubei District,this paper aims to cultivate students’ geographical core literacy,improve teachers’ curriculum development ability and improve the national,local and school curriculum system,follow the principles of regionality,interest and student subjectivity,and combine the geographical teaching environment of Yubei District and the school environment of Chongqing No.8 Secondary School,After learning about the students’ interests in geography learning through surveys and interviews,we summarized and compiled the school-based curriculum content of the Jiuzhou Geography Society of Chongqing No.8 Secondary School,providing ideas for the specific process of developing school-based geography curriculum in Yubei District.Finally,in order to explore the implementation effect of club activities,this article evaluates and reflects on the implementation effect of school based courses in geography clubs,using examples such as lunar phase observation and changes,film and television geography,"Global Nature Day" activities,and the teaching design of my poetic campus.It also proposes improvement measures such as reasonable arrangement of club activities and sound evaluation standards for clubs.These teaching cases provide the most direct reference template for the school-based geography curriculum of Yubei district secondary school.