Research On Content Selection Of Human Geographical Education Curriculum In Senior High School

Since human geographical education curriculum in senior high school was offered in China, the content of curriculum, in which geographical particularity is not distinct, the content is not concrete and low in knowledge value, not only perplexes the teaching work, but also lags behind the curriculum aim and demand of the times. All these problems should be solved as soon as possible. The Research on Content Selection of Human Geographical Education in Senior High School starts with above problems and attempt to solve the basic ones: what kinds of knowledge should be taught and how they are selected. At present, the research on this aspect is weak, therefore, this research is significant both theoretically and practically.The dissertation comprises three parts: Introduction, Text, and Conclusion. The text part consists of six chapters, following the research thread of basic research(chapter l,2,3),theory construction(chapter4,5),and practice plot(chapter6).In the part of Introduction, reason of the problems and significance of this research are expounded; concepts relating to this research are bounded; direction and scope of research are defined; the worldwide circumstances of researches on human geographical education curriculum, also the classification and attribution of geography knowledge, the particularity of geography subject, and the principle of content selection, are briefed; basic problems, idea and method are pointed out.Chapter 1 traces the content of human geographical education curriculum in senior high school in history. The evolution of human geographical education curriculum in China since 1913 is divided into four periods: rise and fall, learn and transform, resumption and reconstruction, replacement and development. And the distinguishing features of fluctuation, enrichment and maturity in the evolution are summarized. This chapter lays the foundation of historical development to the research on content selection. Also, the contents of human geographical education curriculum at present in Taiwan, Hong Kong and Macao are investigated in this chapter.Chapter 2 makes comparison and use for reference of the contents of human geographical education curriculum in senior high school in other countries. The contents of human geographical education curriculum at present in Japan, Russia, Germany, France, Britain, United States and etc are evaluated. The trends of the curriculum all over the world and enlightenment for China are pointed out. This chapter provides international reference for the research on content selection.Chapter 3 is the investigation of content selection of human geographical education curriculum in senior high school in China. The investigation consists of questionnaire and interview. Questionnaire answered by 513 teachers all over the country and 238 students in Shanghai. Based on the statistics and analysis to 70 knowledge points for teachers and 51 for students in the questionnaire, all these knowledge points are commented. Interviewees are 23 teachers from Shanghai, Beijing and Harbin the interview deals with value, particularity, influential factor and improvement method of the content of human geographical education curriculum in senior high school. This chapter lays the foundation of reality demand to the research on content selection.Chapter 4 is the influence factor of content selection of human geographical education curriculum in senior high school. The aim of the curriculum, the student, the development of human geography and the reality of education are approached in this chapter. The aim of curriculum decides the content, meanwhile, the content reacts upon the aim. The content selection should be in obedience to the development of students; the curriculum should reflect the basic content of human geography, and should be expansible. The content of the curriculum is influenced by university entrance examination into alienation. This chapter provides the basis to the principle constitution of content selection.Chapter 5, one of the focal chapters, is the principle of the content selection of human geographical education curriculum in senior high school. The basic particularities—humanity and subjectivity, novelty and vivacity, extensiveness and geographical, concrete and regularity, synthesis and relativity, macroscopic and microscopic, dynamic and forecast and so on—are approached at the beginning of this chapter. The principles of content selection, such as the principle of multiformity, the principle of variability, the principle of indigenousness, the principle of effect, the principle of materiality, the principle of novelty, the principle of deneutralizing, the principle of practice, the principle of relevancy, the principle of forecast, are summarized. At the end of this chapter, the content standard in --"Geography 2" is analyzed and the plan of knowledge aim in quality description is set.Chapter 6, one of the focal chapters, is the sequence of content selection. The " six links linear mode" of content selection is raised, that is: definition of the mainline→"tentative organization plan→"bi-level knowledge frame→"annotation ofknowledge value→selection, revision and complement of knowledge→"contentselection. Also, the content of urban geography curriculum is defined as an example of content selection.In the part of conclusion, nine conclusions of this research are summarized, and solutions to the two basic problems of this research are given.