A Study On The Optimization Of The Connection Of Geography Textbooks In Enlightenment Education

The enlightment education is still in the ascendant. With the development of the new curriculum revolution, the enlightment education has been paid more attention. However, geography, as a subject which develops for hundreds of years in our fundamental education, shows the signs of declines. What’s worse, the marginalization becomes even more serious. The background of curriculum revolution offers a new platform to the development of geography. Therefore, researches on the related topics in the geographical enlightment education not only show its subject features in the curriculum systems of fundamental education, but also inject new propulsions in order to acquire a longer and ever-lasting development in the education.Based on the particular cultural background of China, the quality and quantity of enlightment education’s researches in literature and art are accumulated greatly to some extent nowadays. While the researches mainly focusing on Chinese, Mathematics and English, few of them is on geography. The researches on teaching materials’ connection in geographical enlightment education have not been launched. It is necessary to launch researches on geographical enlightment education according to the new curriculum revolution, enlightment education and the connection of geographical teaching materials.At present, China carries out’different version of textbooks for the same syllabus’. This thesis takes Science of Education Press in primary school and Geography of People’s Education Press in junior high school as examples. This thesis is divided into five parts:The first chapter is introduction which simply gives the background, significances of this research, the current condition at home and abroad, and also summarize the main research contents and methods. The second chapter gives the central concepts, including enlightment, enlightment education, connectionand so on. Then, it provides the basic meanings of system theory, cognitive development theory and zone of proximal development. The third chapter is the current research situation. Firstly, it compares the two curriculum standard. Then it tells the contents in detail. Last, it analyzes from the passage system, image system and activity system. The fourth chapter is marginalized strategies. It offers strategies form subject concept, knowledge connection and superficial system based on the current situation’s statistics, and then marginalize the case for "weather". The fifth chapter is conclusion and reflection which simply gives the insufficient part and the problems which can be studied later.