A Study On The Implementation Of The Practical Teaching Of The Geography Textbooks In The High School

With the social background of Curriculum Reform of Elementary Education in China, geographical education advocates the educational ideas which are aligned with the development of time. These ideas require geographical curriculum can cultivate future citizens with necessary geographical literacy as well as improve their geographical learning ability and viability. Meantime, all geographical curriculums should attach importance to the research on the geographical problem; advocate independent learning, cooperative learning and inquiry learning in geography; carry out activities such as geographical observation, geographical survey, experimental geography, geographical survey and geographical Monographic study.In this context, the new middle school geography textbooks came into being. Senior High School of Xi’an area is using ordinary high school geography curriculum standard experimental textbook published by Hunan Education Publishing House (referred to as Hunan Education Press).Activity system diversity is a major bright spot of this textbook, which divides all activities into the thinking activities, research activities and practical activities. Among them, the practical activities especially joint geography curriculum on students’ Geography literacy and practice. This paper aims to investigate the implementation of practical activities in the city of Xi’an, analyze and then come out up with some promotion advices as well as some general strategies on the classification of teaching implementation in combination with the characteristics of practical activities in the textbook. In so doing, we could provide teaching research with first-hand data and advisable theoretical basis through empirical investigation, so as to improve practice teaching.With the background of Marx philosophy, this study, based on geographical education reform and subject characteristics, is supported by socialist education theory, Multiple Intelligences theory and Dewey’s practical educational thoughts. This paper summarized and referred to the implementation and research outcomes of domestic as well as foreign geographical practices. The author did detailed analysis on the practical activities in Senior geography textbook by Hunan Education Press.Through the comparison of thinking activities and research activities, the author did characteristic analysis in the number, position, implementation requirements and forms of activities and then divided them into4category, Observation activities, Experiment activities, Investigation activities and Data collection activities, base on activity content. With the education internship opportunity, by means of questionnaire, interview and observation, author did investigation on current implementation of the actual teaching practice of geographical practical activities in Xi’an and explored the root cause.According to the results of the investigation, students showed interest on practical activities designed in textbook and acknowledged the importance of such activities in geographical learning. At the same time, all geography teachers gave credit for the content, form and value of such activities. Currently, the implementation of practical activities in Xi’an is not ideal, only a few practical activities are widely implemented, more than half of the practical activities have never been carried out in or out of class base on teachers’interview. Combined with the characteristics of practical activities, the analysis showed acknowledgement of such activities becomes a mere formality, what is more, high standards of implementation of activity as well as teachers’ limited capability of organizing and guiding lead to current unsatisfied situation.According to the four types of practical activities subdivision, this paper gives the strategy to implement the general practical activities, which is showed in combination with cases.In allusion to reflected issues, we need to discuss and upgrade strategy from teachers and students along with school society. On the one hand, teachers need to further understand the concept of curriculum reform, find out the value of practical activities, improve ability to organize and guide activities as well as promote secondary development ability of textbook. On the other hand, school society should pay attention to teaching and research of geographical practical activities, fully integrate the use of resources of the school to make up for the objective conditions of practical activity limitation, set up completed evaluation system and build interschool cooperation platform as well as school-enterprise cooperation platform.