| In this new century, since 2012, the Ministry of Education approval, led by the People’s Education Press, edited by compulsory junior secondary textbooks geography textbook revision have been completed and released to use. Compared with the 2001 revision of geography textbooks, in addition to the content improved with the development of teaching materials and illustrations corresponding updates era, the most significant change is nothing less than to increase the textbook "active" share content and functionality, making the "active" content to guide students to become self-learning, to stimulate student interest in learning geography of the main, this change is undoubtedly in line with the new introduction of "full-time compulsory education geography curriculum standards" requirements, have a crucial role.This paper selects PEP "geography" under the seventh grade textbook in the "activity" content as the research object, through the teaching of "activity" to sort and classify content to identify active content distribution and chapters devoted to statistics, making it easy to author on the textbook "active" by examining the contents of geographic literacy classification, the statistics of "activity" to examine the type of geographic literacy, while the overall perspective of "activity" content analysis and functional analysis features to help educators understand the relevant geographic "activity" content is an important position, on this basis, the author designed a survey conducted for the students under the PEP seventh grade geography textbook book "active" learning questionnaire content, understanding textbook "activity" the need to improve the status and problems of the content in the moment of the actual existence of the classroom, and how to effectively improve the students to explore geographic literacy relevant countermeasures and suggestions.The full text composed by five parts. The first is the introduction, in the introduction in mainly elaborates the background, significance, research status, research techniques routes and methods. The second part is the object of this paper is to define the concept, including the "activity", the geographical concept of literacy and literacy as used herein, the type of geographic classification, easy to carry out combing the following textbooks "activity" content to help. The following analysis of the content of this paper PEP "Geography" By seventh grade book in "activity", the first is the textbook "activity" to sort, classify, by classification understand the various chapters "activity" content in textbooks functions, features, and high school students the importance of promoting and improving geographic literacy can not be ignored, becomes the present study support the theoretical design of the questionnaire. The fourth part is the book for the next PEP seventh grade geography textbook "activity" content to enhance the effectiveness of middle school geography literacy survey, select control study trials, in this method, with questionnaires, classroom observation and individual interviews and other methods to be tested to start experimental studies, this section includes investigative purposes, objects and questionnaire design and analysis of these findings in part, the current seventh grade geography class teaching on the "activity" teaching occurs through surveys issues and "activity" is the use of appropriate teaching methods to improve the effectiveness of the high school students geographic literacy. This section contains the most important elements is the analysis of survey results and conclusions. The fifth part is for high school students how to effectively improve geographic literacy, proposed countermeasures and suggestions can be related, in a bid to help the user to the relevant materials. Finally, summary and outlook of this study.Survey results show that the textbooks by conducting "activity" content, does improve geographic literacy level high school students to be effective; in effect raise the level point of view, the independent student participation "activity" than teachers in the teaching process but also simple to explain, students notes the type of "activity" teaching strategies to promote geographic literacy in effect, indicating that teachers "activity" content directly affect different teaching strategies for students to improve the effect of geographic literacy; before and after the experiment by teaching students of geography liking survey shows that for students to participate in the completion of the main teaching strategies "activity" content of classes, for the love of geography degree has been significantly improved, while ignoring the status of the student body is not conducive to student teaching strategies geographic literacy levels significantly increase.Of course, there is room for improvement in this paper, the problem of the research process:for example, differences in the questionnaire issued subject groups, as unrelated to the experimental variables also affect the results of the experiment to a certain extent. This article is mainly selected from the survey in Xi’an, the lack of data to other economically underdeveloped regions of the province, such findings inevitably one-sided, which is less than the paper. Secondly, the survey methodology specific operations, such as individual interviews, questionnaire design should be like, like, well-designed object-level interviews, range, etc., this approach is not fine to use, but also the lack of paper.In summary, you can know that the teaching of "activity" for the promotion of students to improve geographic literacy is effective, "activity" teaching process, as well as the role of local geography foreshadowing of the province, will help students of geography awareness literacy. At the same time, teaching the right way "activity" teaching geography also can stimulate students’ interest in learning, greatly promoted the high school students to cultivate and improve geographic literacy. |
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