A Study On The Development Of High School Geography Curriculum Resources Under The Main Functional Zone Strategy

The strategy of functional zones is a national strategy to govern the territorial space governance system.The main functional zones are divided according to the carrying capacity of resources and environment,the existing development intensity and the regional development potential.With the county as the basic unit,the zones are divided into optimized development zones,key development zones,restricted development zones and prohibited development zones according to the development mode.The strategy of main functional area contains abundant geography teaching resources.In the explicit level,as a national development strategy,it embodies the idea of ecological civilization construction.At the implicit level,the relevant contents of the main functional zone strategy,such as the Sanjiangyuan Nature Reserve,have been imperceptitiously integrated into the teaching as teaching cases.This paper takes the development of curriculum resources as a breakthrough and Yunnan Province as a research area to develop its geography curriculum resources,in order to give full play to the value of education of geography in the main functional area strategy.Firstly,this paper systematically analyzes the significance of the main functional area strategy in senior high school geography teaching,the position and expression in the curriculum standard,the position expression and application in each edition of textbooks,and combs out the significance of the main functional area strategy in the cultivation of students’ core geographical literacy.Among them,statistics and analysis are made on the content related to the main functional zone strategy contained in the textbooks of each edition,and it is found that it is involved and reflected in the textbooks either in the explicit or implicit level.Students can not only understand the geographical background of the development of the main functional zone strategy,but also understand the functional positioning of each region,and realize the importance of developing the territory according to local conditions.Through in-depth analysis of the correlation between the teaching factors contained in the main functional area strategy and high school geography teaching,this paper demonstrates the practical significance of curriculum resource development based on the main functional area strategy in high school geography teaching.Secondly,guided by constructivism theory and man-land relationship theory,and on the basis of following the principles of curriculum development,two strategies of teaching case development and research travel development are adopted to systematically sort out the curriculum resources contained in the main functional areas of Yunnan Province.On the spatial scale,the curriculum resources contained in key development zones,restricted development zones and prohibited development zones in Yunnan Province are sorted out.In the aspect of element synthesis,it systematically combs the elements of physical geography and human geography respectively,and fully applies the curriculum resources to classroom teaching and research design.Finally,the feasibility of curriculum resource development is demonstrated through field research,and the case development and demonstration of teaching and research are carried out.Dounan Flower City of Chenggong District is selected as one of the key development zones to study its positive effect on regional development as a typical modern city,and the selection and change of agricultural location factors are explored from the dimension of space-time synthesis,so as to cultivate students’ comprehensive thinking.The world cultural heritage Honghe Hani Terrace is selected from the forbidden development zone,and research resources are developed and designed in the region based on the theory of "four layers in one".On the basis of protection,the interaction and win-win between "research travel" and "heritage protection" are promoted,so as to realize the cultivation of students’ concept of human-land coordination.