Comparative Study On Exploration Activities Of Geography Textbooks In Senior High Schools In China And America

With the importance attached to inquiry learning in education reform in most developed countries abroad,China has put forward inquiry learning in the new curriculum standards and geographic and practical literacy in the 2017 edition of the curriculum standards since 2001,based on the need to cultivate innovative talents.The location and quality of exploration activities in geography textbooks are very important.This paper compares the similarities and differences of the exploratory activities in Chinese and American high school geography textbooks by means of literature method,case analysis method,comparison method and so on.This article selects the mainstream science textbook "Geography:Geology,Environment,and the Universe" published by Zhejiang Education Publishing House in 2008.The Education and the Universe)teaching materials and China’s People’s Education Publishing House published in 2008 the general high school curriculum standard experimental teaching material geographical compulsory 1(this article referred to as American textbooks and Chinese textbooks)to conduct a comparative study of exploration activities in textbooks.The purpose of this paper is to provide reference service for the design of high quality geography teaching materials to adapt to the development of the times.This article is divided into seven parts.The first part introduces the background,significance,current situation,method,thought and possible innovation of the thesis.The second part combs out some relevant concepts of this article,defines the research object of this article,and lays a good foundation for the later research.This paper combed out the concepts of inquiry learning,activities,and exploration activities,and determined that the research object of this article is seven kinds of experiments in American textbooks,"practical activities" online geoscience and "practical activities" in the knowledge expansion column.The "science and mathematics" in knowledge development,the skill training in each task,and the "activity" and "problem research"columns in Chinese textbooks must be 1.The third part makes a comprehensive comparison of the exploration activities of Chinese and American textbooks from the aspects of the content setting,teaching function and type of activities,and draws the similarities and differences between the two countries ’textbook exploration activities.In the fourth part,the author compares the exploration characteristics of Chinese and American textbooks.The comparison and combing of cases from the aspects of inquiry elements,inquiry skills and inquiry level.To assess the set of factors for inquiry activities in the textbooks of the two countries from the point of asking questions,and to assess the exploration skills included in the exploration activities of the textbooks of the two countries from the perspective of geographical synthesis skills,thinking skills,and operational skills.To evaluate the level of inquiry activity in the textbooks of the two countries from the Heron classification system and the Bihualin classification system and the Zhangjianzhen inquiry level classification system.In the fifth part,the author compares the situation creation and problem design of Chinese and American textbook exploration activities.The article analyzes the characteristics of the textbook exploration activities in China and the United States from the aspects of background information provision and problem situation creation,and draws conclusions and enlightenment.From the perspective of the refinement of the question,this paper analyzes the suggestive,progressive and open nature of the inquiry activity set in the textbook,the interesting and enlightening nature of the question,and the accuracy of the expression.The sixth part puts forward some suggestions on the adaptation of Chinese geography textbooks:the change from "teaching materials" to "learning materials";And adjust the relationship and layout of narrative text,active text and operating system,and adjust the textbook layout structure;Integration of the use of information technology and network resources with the integration of textbooks;The number of experiments should be increased and the types of experiments should be enriched.Strengthen the inquiry of inquiry activities,attach importance to the creation of social situations,and pay attention to the refinement of the design of the problem.The seventh part summarizes the conclusion,analyzes the shortcomings of this research and the prospect of further research.