Research On The Civic Education Content In Middle School Geography Subject

Citizen education is always a major education subject which is highly concerned by the developed countries in the world, and it is also an important issue in the field of education in China. Secondary education in various countries and regions is with wide popularity. At the same time, the value of the youth is also on the formation of a critical period, therefore, the middle school stage implementation of civic education to students citizen accomplishment formation is of decisive significance. Therefore, the middle school stage implementation of civic education to students'citizen accomplishment formation is of decisive significance, and middle school is the critical period to cultivate qualified citizens. The purpose of civic education in secondary schools is to improve students' civic literacy, curriculum and teaching is the core of the implementation of civic education in middle school. The citizen education value of geography is mainly reflected in three aspects of personal education, international education, environment and development education.Middle school geography, as a comprehensive discipline, has a close relationship with citizen education, and has a unique value of citizenship education. Nowadays, many problems, such as population, resources, and environment, are closely related to geography. Geography education is of great significance to the cultivation of active and responsible citizens. With the deepening of our country middle school geography curriculum and teaching reform, Full-time Compulsory Education Geography Curriculum Standard has highlighted the aim of "cultivating active and responsible citizens". The basic concept of Full-time Compulsory Education Geography Curriculum Standard has defined the basic idea of "cultivating the geographical quality of modern citizens", which is aimed at improving the students'Geography citizenship literacy.However, in the perspective of civic education, how to have the civic education value? What is the specific embodiment of the "contribution" of geography to civic education? In other words, what is the point of "citizenship education" in the framework or concept, and what can be done? We found that neither the content of the International Charter of Geography Education, nor the High School Geography Curriculum Standards, expounded these questions clearly. Both the theory of geography education and the practice of geography education in middle schools have not solved these problems perfectly. To solve this problem, it should be based on the concept and content of civic education, from the depth of the geography subject itself to find a breakthrough in the value of the citizen education.The research based on citizen education in middle school geography discipline has provided the basic content of teaching activity direction. From the teaching point of view, the content system of geography education has an important leading role in the teaching of geography, and it contains a wealth of "Teaching Methodology" value. Analyzing the main contents of the citizen education in geography can effectively solved the problem of "How to cultivate students' geographical citizenship". It can provide a methodological basis to teachers to control and grasp key to geography and civil education, and fully realize the unique value of geography subject civic education content in the development of students. It is a fundamental research work to systematically analyze and sort out the contents of the citizen education in geography subject to the logical starting point of the "geography subject citizenship education content".This paper is mainly about combing of the content of the civil education in geography, constructing the geography content of citizen education system, analyzing geography content of citizen education, and analyzing geography curriculum standard of citizen education content.1. The contents of geography education in civil educationThe literature in geography education research system to summaries the contents of the geography of civil education is very few. The content of geographical subject's civic education is usually infiltrated in a large number of geographical literatures. In the numerous geographical literatures, to grasp the "suitable as the main point of the civic education content of geography" is the fundamental direction. In the process of combing the literature, this study grasps the following basic ideas. First of all, we determined the basic category of the "geographical subject civic education points", which contains "civic education content" and "geography education value" research of the two categories. Secondly, to the two basic aspects, this research uses the statistical method "words' frequency". In the research literature of "citizen education content", this research selected and sorted out the content elements of the citizen education, which is the first level structure of the citizen education content of geography subject. In the literatures of "geography education value", this research selected and sorted out the content elements of geography education value, which is the second level structure. This research uses comparative analysis method to find the "intersection" component in the elements of civic education content and geographical elements, establishing the main points of the content of the geography of civil education.Through a series of in-depth, systematic analysis, this research achieved the following results:Citizen politics, civil society ability and citizen ethics are the core components of the content of citizen education in geography. Among them, civil and political, including " patriotism feelings" and "international understanding" two aspects; "capacity of civil society including" understanding the world "and" survival of the fittest "two aspects; citizen ethics include population ethics" and "ethical resources" and "environmental ethics" three aspects.2. Construction of the content system of citizen education in geographyThrough the analysis of the content of the geography of the citizen education, the hierarchy structure and the basic content of the citizen education content system are summarized, and the scientific and the integrity of the content system are further confirmed. The research on the construction of the content system of the citizen education in geography subject, has achieved these achievements as follows:(1) Through the analysis of the reliability and validity of the content dimension, it is proved that all content dimensions are credible and effective. (2) By using the analytic hierarchy process, the logical structure of the content dimension is analyzed, and the quantitative relations between the contents are defined by giving the weight of the content dimension.3.Geography subject citizen education content expert approval degree verificationThe expert opinion consultation method is chosen to study, in order to obtain the consensus of the experts on the division of the citizen education content of the geography subject, as well as the consensus of the experts on the choice of the content of the geography subject. This research Select the questionnaire as the main consulting tool, and interview, to improve the accuracy of the expert questionnaire.4.Geography subject citizen education content student applicability verificationThrough the investigation of middle school students, this research has further verified the applicability of the content of the geography of the citizen education. Through the method of questionnaire survey, this research has verified the applicability of the content of the subject of geography. Through descriptive statistical analysis, this research has understood the cognitive situation geography of middle school students to learn the contents of the cognitive situation.5. Analysis on the content of civil education in geography curriculum standard of middle schoolBased on the geography of the civic education content system, this research analyzed the geography of the content of the civil education in "content standard" in Full-time Compulsory Education Geography Curriculum Standard and Full-time Ordinary High School Geography Curriculum Standard. From the perspective of the first dimension, in the 256 "content standard" description, civil society ability> civic ethics> citizen politics. This shows that the high school geography curriculum standard curriculum content is the most concerned about the capacity of civil society, followed by civil ethics, then civil politics. From the perspective, of the second dimension, in the 256 "content standard" description, "understanding the world" is the most described. From the perspective of third dimension, in the 256 "content standard" description, "geographical perspective of the natural" is the most described, followed by "geographical perspective to understand the community".This shows that the content of the standard course of geography, pay the most attention to the geographical perspective of understanding and discovery of the world, which is highly consist with one of the goals of curriculum standards that "to enable students to acquire the basic knowledge of geography".