Researching On The Textbook Adaptation Based On The Key Competencies Of Geography

In the context of information and globalization,with the rapid development of the national economy,the demand for the comprehensive quality of the people in the future will be higher and higher.In the middle school geography teaching,most teachers do not attach importance to the cultivation of students' comprehensive quality.The methods of teaching are in the long-term "cramming" state,plus the unified teaching materials,teachiregionalng plan,the training goal is far from middle school geography teaching effect and core geographic qualification,it is difficult to promote the all-round development of students,needless to say quality education.The new curriculum reform brings a new view of teaching materials,and the teaching material is no longer in the "absolute authority" position.As a practitioner of curriculum resources,teachers have the right and responsibility for the development of teaching materials,and the further development of teaching materials will inevitably become a trend.Therefore,the teachers should make a deep excavation of the teaching materials,give the new life and vitality to the teaching materials,and stimulate the initiative of the students.And they should adjust the relationship among the students,teachers and teaching materials,and then promote the cultivation of students' geographical core literacy.By analyzing case studies,conducting surveys,literature reviews,and comparison methods,this dissertation seeks to address methodological issues for secondary publishing of geography high school textbooks(People's Education Edition)based on core literacy concepts in geography,as well as field research from leading six classes of students for the duration of one semester.This dissertation is divided into five parts.The first part,as an introduction,explores the main thesis of the dissertation as well as its significance.It also provides a cursory review of research development,domestically and internationally,and methodologies being used.The second part explains core concepts behind geographic literacy,secondary publishing,and related theories in pedagogics and psychology.The third part emphasizes the importance of secondary publishing of textbook material and provides suggestions on issues concerning integration of key concepts for geographic literacy,problems surrounding currently used textbooks,and the actual application of textbooks in this regard.The fourth part of the dissertation provides detailed arguments for this dissertation's main thesis,and includes principles and methodologies for secondary publishing based on core geographic literacy,and strategies for editing and publishing,with the fifth part as the conclusion of this dissertation.