Research On The Expression Of Core Literacy Of Geography In Four Editions Of High School Geography Textbooks

With the in-depth development of basic education reform,the Ministry of Education released the "General High School Geography Curriculum Standards(2017 E dition)" in 2018,which determines the fundamental task of "establishing moral education for people" and clarifies the geography curriculum concept.The curriculum philosophy is divided into four articles,all of which focus on the core literacy of the subject.At the same time,using the curriculum standards as a guide,each publisher has released new e ditions of textbooks,including the Humanities Education E dition,the Central Map Edition,the Lu Education Edition and the Xiang Education Edition.Each edition has different editors,and the contents of the textbooks have different characteristics.In the teaching process,teachers often use multiple editions of textbooks to assist in teaching,so it is helpful for teachers to clarify the differences in the content of each edition of textbooks and the tendency to reflect core literacy in geography.This paper takes four editions of textbooks(New Humanities Edition,New Lujiao Edition,New Zhongtu Edition,and New Xiangjiao Edition)as the research objects,focuses on the content of meteorological hazards,fully analyzes the core literacy of geography,est ablishes the analysis model of each core literacy of geography,and conducts a comparative analysis of the embodiment of core literacy of geography in the meteorological hazards surface system of the four editions of textbooks,and draws the following conclusions:(1)The embodiment of core literacy of geography in each edition of geography textbooks,the surface system,and the content of textbooks are different.T he core literacy of geography is reflected in different versions of geography textbooks,surface systems and textbook contents,among which,the Chinese version of the textbook and the human education version of the textbook reflect more dimensions;the image system focuses on regional cognitive literacy,and the text system reflects the most comp rehensive core literacy dimensions of geography;flood disasters reflect more core literacy dimensions of geography than other disasters;(2)Meteorological disasters can better reflect the core literacy of geography because of their complexity of causes,which is conducive to cultivating students’ view of human-earth coordination;the presentation of the case is presented in the form of a problem chain of opinion & explanation and verification,which can better cultivate students’ comprehensive thinking.Based on this,we propose the strategies for cultivating the core literacy of geography in disaster content,and take "flood disaster" as an example to integrate the contents of various editions of textbooks for teaching case design,in order to meet the r equirements of the standard for cultivating students’ core literacy in geography,and provide practical strategies for front-line teachers to use the textbooks.