Research On The Non-intellective Structure Of Geography Textbooks Of School

This paper mainly studies the non-intellective structure of geography textbooks of school (NISGTS). The study is carried out chiefly by defining the non-intellective structure, integrating with responding theories, analysing different editions of geography textbooks in China, America, Britain and so on. What's more, this paper probes into the improving of NISGTS. The content includes five parts: the concept of non-intellective structure, theoretical research on NISGTS, the general summarize of NISGTS, the research of the improving of NISGTS, conclusions and prospect of it.Defining NISGTS is beneficial to understand the functions of the non-intellective factors of textbooks. Influenced by traditional education ideas, traditional geography textbooks are fit for teachers' teaching, not good for students' active learning. Moreover, students' intellective activities are always in forms of intellective structure when students are studying geography, while the non-intellective structure is often ignored for it's loose organization, which is a kind of concealing structure. So it's necessary to make it researched. Non-intellective factors include interests, moods, will, habits, etc. which can move students to study, keep and adjust then- actions, compensate their intellective factors and finalize their studying pattern. It makes NISGTS characterized by being motive, layers and a whole part.NISGTS studies should be directed by theories, such as theories of modem education and psychology, geography science, propaganda science, systematic ideology and quality-oriented education ideology. Comparative, research on NISGTS of America, Britain and Japan, which is unique, we can better it more directly. With many years' development of geography textbooks of China, their functions of non-intellective structure are being developed gradually. For example, a large variety of express patterns accord with cognition laws. But more attention should be paid to many aspects. For example, studying methodology should have been permeated through the textbook, but it's hardly to see.Based on above analysis, this paper studies the improvement of NISGTS, mainly from four parts. In theoretical analysis on guiding ideas, it stresses thattextbooks should satisfy the needs of students psychological development. When compiling textbooks, the compiler should know about students as much as possible. About contents selection, something which can attract students, foster their scientific spirits and aesthetic standards should be included. Then it talks about research on compiling of geography textbooks and improvements on textbook's system, including texts, pictures and practices. Detailed discussions are provided.Finally, this paper forms a theoretical structure on NISGTS and points out that open idea, modern content, structure and express pattern are all very important. By briefly expounding conditions which effect and restrict the development of geography textbooks, this paper looks forward to the research on NISGTS and puts forward the theoretical and practical probe into the non-intellective structure is the emphasis of geography textbook research in the future.