A Comparative Study Of Geography Curriculum Standards In China(2017 Edition) And The United States(2012 Edition)

The geography education in the United States has been at the leading level in the world in recent decades.The National Geography Curriculum Standard of Living Geography-National Geographic Standards(2012 edition)is the latest geography education achievement of the United States Geography Education.The "Chinese General High School Geography Curriculum Standards"(2017 version)was revised by the Ministry of Education of China at the end of 2014 in response to the development of the times.This edition is an in-depth summary of the valuable experience of my country's general high school geography curriculum reform since the 21 st century.It is the latest educational achievement of high school geography education in my country.Both of them have a profound era background and considerations.Based on the comparison of the latest high school geography education curriculum standards in the two countries,their respective characteristics and corresponding backgrounds are analyzed in order to make full use of the excellent results of the high school geography curriculum reform in the United States and serve as the geography education in China.Provide a reference for the development of the research,and the research will have a positive significance for the designation and practice of the new round of curriculum standards in China.At the same time,it can help front-line teachers to further understand the geography curriculum standards in China and the United States,and provide reference ideas for future teaching.In this study,the literature method,comparative method,and analytical method were compared and analyzed from the four aspects of the curriculum standard content framework,curriculum nature and curriculum philosophy,curriculum objectives,curriculum content,and the results showed that: in terms of content framework,the US high school geography curriculum The standard content combination method is based on the classification of geographic knowledge.For example,the spatial module and natural geographic module combination method is a scaffold type combination,which is a spiral rise.The Chinese content combination method is combined according to grade,and different grades learn differently.The combination of knowledge modules is linear;in terms of the nature of the curriculum,both China and the United States consider geography to be a comprehensive discipline;in terms of the curriculum concept,both countries agree that geography serves life,but the American concept is oriented towards the future To serve the future,China serves more now and develops the core qualities of students;in terms of curriculum objectives,the United States aims at cultivating comprehensively developed geographical talents,and China aims at cultivating talents with four core qualities;The United States pays attention to the details of the content,which is more specific and hierarchical.China pays attention to the richness of the content,but the specific course content requirements are more abstract.After the comparative analysis,the following enlightenment was obtained: according to the needsof the students,the difficulty of geographical knowledge was gradually increased in the content framework,the combination of scaffolding knowledge in the United States was studied,and the students' independent thinking ability was cultivated;on the course objectives,the course objectives were refined;In terms of content,appropriately add new cases and discard old ones.At the same time,the author believes that the formulation of curriculum standards should not only blindly learn from the content of other countries,but also start from the national culture,economic and political status,and "take its essence and remove its dross" to internalize the excellent content of other countries into its own unique content.To develop the geography curriculum standards.