Comparative Analysis Of Chinese And American High School Geography Textbooks Based On Regional Cognitio

In the age of informatization and globalization sweeping the world,only by cultivating high-quality talents with independent thinking ability,hands-on practice ability,innovation ability and independent learning ability can they adapt to the current competitive international environment.In China’s major strategic policy of rejuvenating the country through science and technology,only high level education can realize China’s "two centenary goals" and achieve common prosperity.In order to cultivate high-quality talents,in 2014,the Ministry of Education put forward in the Opinions on Comprehensively Deepening curriculum Reform and Implementing the Fundamental Task of Cultivating Talents through Moral Cultivation that efforts should be made to develop and construct the "student core literacy system".Then geography literacy was put forward,and regional cognition is one of the components of high school geography core literacy.Regionalism is one of the basic characteristics of geography.Therefore,regional cognition is considered as a necessary basic thought and method for learning geography.How to cultivate and implement the regional cognitive literacy of high school students is a topic that all geography educators have been concerned about and constantly asking and thinking about.It is an important way to make good use of geography teaching materials to cultivate students’ regional cognition.Therefore,it is helpful for geography teachers to understand,analyze and interpret geography textbooks from the perspective of regional cognition.As a country that takes the lead in education in the world,American textbooks are worthy of our learning and reference.In the process of reading the literature related to regional cognition and American textbooks,the author found that in the last five years,there are a lot of studies related to regional cognition,and there are also a lot of comparative studies on Chinese and American textbooks.However,there are few comparative studies that combine regional cognition with Chinese and American textbooks.Therefore,from the perspective of regional cognition,this paper makes a comparative analysis of the contents of the New high school geography textbook published in 2019 in China and the mainstream American high school geography textbook "The Discoverer of Science--Earth Science: Geology,Environment and Universe"(the second edition)translated by Duan Yushan et al and published by Zhejiang Education Press.In the process of comparison,it makes a comparative analysis of Chinese and American textbooks from two aspects of regional knowledge and cognitive cultivation.In terms of regional knowledge,this paper firstly compares the overall knowledge structure of Chinese and American textbooks briefly.And focusing on a part,there are two versions of natural geography in the earth’s atmosphere,"the water on the earth","soil" and "landscape" comparative content as the key to find out the similarities and differences of the two versions teaching materials and the presence of the problem,proposed to work for a line of teachers’ teaching and puts forward some reference Suggestions for teaching optimization.Through the comparative analysis of Chinese and American high school geography textbooks from the perspective of regional cognition,the similarities and differences of the following four aspects are found: First,the common characteristics of the two textbooks are that they both pay much attention to the relevant regions of their countries.Secondly,in the part of physical geography,American textbooks present richer regional knowledge than Chinese textbooks.American textbooks have more in-depth and comprehensive exploration of the knowledge related to a certain region involved in the part of physical geography,and more emphasis is placed on the analysis and construction of internal logic.Thirdly,in the process of regional cognitive training,from the perspective of classification ability,American textbooks do not guide students to understand regional characteristics,development and influence through regional classification.However,Chinese textbooks attach importance to regional classification to cultivate students’ regional cognition.Based on the author’s interviews with geography teachers in senior high schools and the comparative analysis of Chinese and American textbooks,the author puts forward some suggestions related to geography teaching in senior high schools and the optimization of geography textbooks in senior high schools.The main suggestion is that The excellent contents of American textbooks can be used for reference in Chinese textbooks and teachers’ teaching process to better cultivate students’ regional cognitive literacy,such as experimental inquiry,map,schematic diagram,and layered color map in American textbooks.