The Analysis Of Action Verbs And Its Teaching Design For The Compulsory Courses In The Two Editions Of High School Geography Curriculum Standards In China

The action verbs in the curriculum standards refer to specific,definite,observable and measurable actions or behaviors,which are the direct embodiment of the clarity and operability of-the curriculum standards,and also the evaluation basis for the degree of knowledge mastery of the curriculum standards.This paper uses comparative and statistical methods to compare and analyze the action verbs in the compulsory courses of general high school geography curriculum standard(2017 edition)(hereinafter referred to as the 2017 edition curriculum standard)and general high school geography curriculum standard(experiment)(hereinafter referred to as the 2003 edition curriculum standard).And the case analysis method was used to carry out the teaching design of high frequency action verbs,hoping that the first-line teachers can accurately grasp the action verbs in the course standard and then provide reference for teaching design.The research conclusions of this paper are as follows:First of all,the content items of compulsory courses are reduced.Compared with the compulsory content of the 2003 edition curriculum standard,the 2017 edition has been reduced from 47 to 23,among them,12 contents of "physical geographical basis,population,town and village,and industrial location selection" are reserved,11 new articles have been added on "earth evolution process,landform,atmospheric composition and vertical stratification,seawater nature,soil,vegetation,geographic information technology,national hot issues and ocean knowledge".10 articles on "regional issues and regional development" were deleted,the content of 14 articles "physical geography foundation and regional development" has been adjusted to optional compulsory courses.Second,the content of compulsory courses becomes "shallow".According to bloom's educational goal taxonomy,action verbs are divided into six cognitive dimensions.The action verbs in the 2003 compulsory course focus on the second dimension "understanding" and the fourth dimension "analysis",while the 2017 edition focuses on the second dimension "understanding" and the first dimension"memory/recall",there is no”analysis”dimension;According to the SOLO classification theory of biggs,the action verbs are divided into five levels.The action verbs in the compulsory course of 2003 are distributed in single-point structure,multi-point structure and association structure.The 2017 edition is distributed in single-point and multi-point structures.Third,the action verbs in the compulsory courses have changed significantly.For one thing,similarities and differences,there are 7 behavior verbs in the two editions of the course standard about "Earth Science Basics" and "Population",which are completely different.Six of the content "industrial location selection" and "environment and development" use the same action verbs;Second,in quantity,the 2003 version of the course standard compulsory course uses 11 action verbs,the high frequency action verbs are elucidation(19)and analysis(12).The 2017 course standard compulsory course uses 6 action verbs,the high frequency action verbs are description(17)and description(4).Third,on the level of learning.Compared with the learning level in the compulsory courses of the 2003 edition,there are 7 places where the learning level of the 2017 version "drop",there are three "improvements",there are 7"unchanged".Fourth,in compulsory courses,the corresponding behavior conditions of action verbs are increased.There are 17 behavioral conditions corresponding to the action verbs in the compulsory courses of the 2003 edition.,appearing 28 times.The 2017 edition has 11,appearing 24 times.The 2017 edition has deleted many similar behavioral conditions,while adding "field observation","soil specimen","video,image","thematic map" and "exploring problems".Fifth,in the 2017 edition of the curriculum standard,there are different emphasis on the core accomplishment of the subject that the action verb points to in the compulsory courses.The high-frequency action verbs "explanation" and "description" focus on the cultivation of students' view of human-earth coordination and comprehensive thinking.The action verb "explain" focuses on regional cognition,"understanding"and "induction" focus on the concept of human-earth coordination,"identification"focus on geographical practice.In the compulsory courses,the proportion of the discipline core accomplishment pointed by the action verb:Comprehensive thinking(19)>view of people and land coordination(12)>geographical practice(7)>regional cognition(5).Among them,most of the cultivation of comprehensive thinking,regional cognition and human-earth coordination is "explanation"."Explanation","understanding" and "recognition" are the most important ways to cultivate geographic practice.Sixth,based on the SOLO classification theory,the teaching designs of "explain the principle of thermal circulation","explain the structure of the earth's sphere","explain the process and significance of the water cycle" and "describe the characteristics of population distribution" were carried out.In order to provide reference for frontline teachers,the teaching design based on SOLO classification theory is carried out on the basis of case analysis of 10 typical high-frequency action verbs"explanation" and "description".