Comparative Research On Learning Difficulty Of High School Geography Textbooks For The New Curriculum

Under the background of new curriculum reform, the diffrernt editions of the textbook development and prosperity that promption of the textbook policy. At present, high school Geography Textbooks have the People education press, Hunan education edition, Shandong education press, China Map version and so on in China, it has an important influence on the learning difficulty of stdents learning effect. It is beneficial to the establishment of a scientific evaluation system of textbook, improve the quality of geography textbooks, and mining geography textbook assisted teaching potential, that comparision of the learining difficulty that different editions of geography textbook. In view of this, guided by system theory, modern curriculum theory, the educational theory of Constructivism and so on, to "comparative research on learning difficulty of high school geography textbooks for the new curriculum" as the topic research, in order to provide the reference for the preparation and revision of geography textbooks for senior high school in China.The article is divided into six chapters.The first chapter: Introduction. It mainly introduces selection cause, research significance, research review, research content, research ideas, research methods and innovation and so on.The second chapter: The definition of related concepts and theoretical basis. The "textbooks""geography textbooks""difficulty of textbooks" and other concepts were defined in the first place, secondly, is to closely associated with this study of system theory, modern curriculum theory, the educational theory of Constructivism.The third chapter: Construction of geography textbook learning difficulty evaluation model. On the basis of reference on the relevant research results, first, through the text and the text characteristic analysus of geography textbook, and ti the high school geography teacher’s interview survey, this chapter identifies the factors influencing the difficulty of learning geography textbook. Secondly, through to the relevant experts to test the content validity, establish the evaluation index system of the difficulty. Thirdly, to determine the weight of each evaluation index by analytic hierarchy process. The final finished that building the model of learning difficulties geography textbooks. The fourth chapter: Comparative study of learning difficulty in four versions high school geography textbooks. This chapter compares and analysis the learning difficuty of a theme which is about "atmosphere,weather and climate" in People education press, Hunan education edition, Shandong version and China Map version high school geography textbooks by using learning difficulty assessment model of geography textbooks.The fifth chapter: The conclusion and suggestion of comparative study. This chapter summarizes the comparative study of learning difficulty in geography textbooks, and on the basis of edition and using of high school geography textbooks, it makes some recommendations such as choosng konwledge accurately, improving the feasibility of practice inquiry activity, increasing exercises of disparate levels in difficult, strengthening the leading of textbooks, enhancing the dialogicality of writing, adding the type of image, boosting the allelism between picture and writing.The sixth chapter: This chapter concludes the main conclusions, deficiency and forecast of this study.