| Based on two pair of contrasts, i.e. the contrast between the knowledge selection (written test) and experimental section (outdoor test) of Chinese high school students in the International Geography Olympic games, as well as that between teaching in middle and high school’s classroom in Chinese mainland, Hong Kong, Macao, and Taiwan (China), as well as the value of geography and geographic education increasingly important reality, and combined with the characteristics of Chinese education, i.e. the over-concentrating on systematic learning of geography knowledge but ignoring the problem solving ability of students in real life, the lack of practical sense, and disconnection of learning geography knowledge and the development of students emotion, attitude and values, in this thesis we put forward and define the concept named Geographic Practice Literacy. According to experience, orientation, skill and creativity of geography practice, this work analyzes its compositions. Considering the unique perspective of geography and the aim of geography education, this thesis analyzes its value from student’s comprehension of geographic process and method, and development of Humanistic Literacy.If we want to culture Geographic Practice Literacy of middle and high school in China, we should recognize the circumstance of Chinese education. Learning is the process that students gain experiences. The education in School is a special way that human being spreads its experiences. Experiences gained in school cannot disobey the base of human’s experiences gained. By analyzing the individual experiences and tacit knowledge, and the collective experiences and explicit knowledge, we recognize that the presentation of school on the one hand improved the efficiency of experiences spreading; on the other hand leads to the separation between practice and learning. How could education in school overcome those problems, and achieve the combination of practice and learning? In terms of systematic analysis on experiences, this thesis proposes the concept of well-run experiences describing how to get and form the beginning and optimized experiences on the ideal condition. Well-run experiences are based on the interrelationship of experiences with the characteristics of continuity, succession and conformability. The orientation of well-run experiences is not to develop’knowledge person’, but to develop’living subject’. The education based on well-run experiences has positive effect on transforming students’cognitive experience, action experiences, and emotional experiences. According to the reality of middle and high school education in China, the key point of the education reform based on well-run experiences is the improvement of students’ practical ability. Based on the systematic and theoretical analysis, and combined with the realities of geography education in Chinese middle and high school, the author constructs the development model of middle and high school students’geography practice ability from the elements, the way, the method and the environment of geography practice ability.We should know the current situation of middle and high school students’ geography practice ability in order to improve it. The author has been engaged geography teaching and research in middle school for20years, and has perceptually understood to the education in Chinese middle and high school. In order to quantify perceptual understanding, the author, according to junior and senior high school geography curriculum standards, designs four sets of questionnaires to difference ages in middle and high school to research students’geography practice ability. The author investigates students in four grades from the experiences, the interests, the skills (self awareness and real situation), and the conscience of geography practice.2016Questionnaires are distributed in44classes among11schools in Hubei and Jiangxi provinces. The author made balance between urban and countryside schools, province magnet schools, city magnet schools and non-magnet schools, and talented program and non-talented program. The author uses mathematical and statistical methods to classify the results. The conclusion showed in every stage of middle and high school, students have very few experiences in geography practices. Students have great interests in geography practices. They have more lower practice abilities (self awareness) than practice abilities (real situation). They have very few conscience of geography practice. Combined with interviews for secondary school geography teachers, the author also confirms the conclusions of the survey.How to develop Chinese students’Geographic Practice Literacy? According to the development model of modern middle and high school student’s geography practical literacy, the author expatiates on the way, method and environment of middle and high school geography practice ability, and concentrated on the method of developing Geographic Practice Literacy. From the characteristics of classification of geography of middle school, the author pay attention to practical literacy of natural, humanity, and regional geography. Practice methods of natural geography are concentrated on scientific observation, felid survey, experiment, and information technology; Practice methods of human geography are focused on human interview and survey. Practice methods of geography are concentrated on the practical method of regional characteristics in junior high school stage, and the research of regional problems in senior high school stage.To solve the problem of development of Chinese high school students ’geography practice ability, combined with questionnaire, teacher’interview, contrast between Chinese and foreign text books, observation in class and thesis collection, the author analyzes the current problems of practice ability of natural, human and regional geography of students in China. The author discuses the cultivating strategies of geographic practice literacy. The cultivating strategies of natural geography practical literacy are the foundation, and also the key point of writer’s discussion. The cultivating strategies of human geography practical literacy are the weak link. The author combines the specific strategies and case studies, focusing on respecting the formation law of students’ experience in human geography, and reinforces the methodological guidance of humanistic geography, such as observation, record, analysis, presentation, and develops students’ Cultural literacy and Cultural taste. The cultivating strategies of regional geography practical literacy are different in junior and senior high school. In junior high school, it concentrated on students’ability to clarify orientation and regional things, and describe regional characteristics; in senior high school, it concentrates on the improvement of students’ ability to solve problems from daily life. |
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