Comparative Study On Activity System Of High School Geography Textbook Based On Discipline Activities

The activity system in high school geography textbooks can not only cultivate students’ ability of independent thinking and practical inquiry,but also guide students to conduct research-based learning.Since the beginning of the 21 st century,when the new curriculum reform of high school geography was launched,the curriculum reform of geography has always put the reform of learning mode and advocated exploratory learning in a prominent position.At present,there are five versions of high school geography textbooks in China,and their activity systems have their own characteristics.Therefore,under the guidance of the same curriculum standards,the characteristics and differences of the activity system of different versions of teaching materials have become a subject with academic research significance and practical value.This paper,based on previous studies,Select the activity system of People’s Education Press(hereinafter referred to as Human Education Edition)and the first volume of compulsory high school geography textbooks jointly published by China Map Press and China Map Society(hereinafter referred to as Geography 1)as the research objects,Based on pedagogy,educational psychology and geography,Using the literature analysis method,the expert consultation method,the case analysis method and the comparative research method,The following research contents are put forward: content comparison,function comparison and form comparison of the geography 1 activity system,as well as suggestions and teaching suggestions of the activity system of high school geography teaching materials.According to the research content,the author adopts the research method of combining the overall comparison and the case comparison.In the overall comparison,it is also divided into content,function and form comparison.Among them,the content comparison includes the overall content composition comparison of the activity system and the three types of activity types.Functional comparison is based on the content comparison of core literacy in geography and the function comparison of three types of activity systems.Form comparison starts from the comparison of geographical activity forms and the form comparison of different activity types.In terms of case comparison,based on subject activities,columns with the same activity content and the same activity type were selected for case comparison.The research conclusions of this paper are as follows:First,in the content comparison,the activity content of the two versions of the teaching materials reflects the characteristics of education,discipline and thinking.The difference is that the selection of activity content reflects the realistic and contemporary characteristics;the activity content of Shanghai edition focuses on the life and local,the activity content arrangement is systematic and related,and the unit theme activity arrangement.Second,in the functional comparison,the two versions of the textbooks generally reflect the educational,disciplinary,thinking and practical,each with different proportions.In distinction,human edition attaches importance to cultivating students’ ability of reading and drawing,exercising comprehensive thinking ability and geographic observation ability;Shanghai edition attaches importance to geographic information collection and processing ability,geographic experiment exploration ability and application ability of modern geographic information technology.Thirdly,in the form comparison,the activity forms of the two versions of the textbooks reflect the thinking,autonomy and practicality.In particular,the educational format emphasizes material analysis and practical activity forms,and reflects the training of students’ ability of thinking,practice and independent inquiry,and the activity location is flexible.In view of the analysis of the similarities and differences in the content,functions and forms of the above two textbooks,this paper puts forward suggestions for the optimization of the activity system of high school geography textbooks based on subject activities.Optimization suggestions: Attach importance to the use of practical operation form of activities to mobilize students’ autonomy;strengthen the diversified setting of activity locations;deepen the activity system of geographic information technology support;attach importance to the organization form of activities according to the learning situation and the characteristics of the subject;and emphasize the arrangement of practical activities.Teaching Suggestions: Teaching suggestions for cognitive activities: create problem situation,and explore thinking deeply;teaching suggestions for operational activities: clear operational tasks,independent experience and exploration;teaching suggestions for comprehensive activities: constructing activity plan,cooperative practice communication.