The Research And Implementation Strategy Of Action Verbs In The Elective Courses Of The Two Editions Of Senior High School Geography Curriculum Standard In China

In order to adapt to the times and the development of social economy,in 2017,the Ministry of Education issued and implemented the geography curriculum standard for general high school(2017 Edition),and the emergence of the new curriculum standard will gradually replace the geography curriculum standard for general high school(Experiment)issued in 2003.In this paper,the important elements of curriculum action verbs as the starting point,using curriculum interpretation method to bloom education goal classification theory,John Biggs solo classification theory and the core quality of geography discipline as the dimensions of in-depth analysis of the characteristics and changes of action verbs in the2003 and 2017 edition of senior high school geography curriculum standards,and through case analysis of 11 selected and high-frequency action verbs related teaching cases,understand the implementation of high-frequency action verbs,put forward the implementation strategy of high-frequency action verbs teaching,and use the implementation strategy of teaching cases to the teaching design of segments,so as to provide a reference for front-line teachers to select and implement actionverbs accurately and scientifically.This paper draws the following conclusions:1.The behavioral verbs of the elective courses in the two editions of high school geography curriculum standards are different in different dimensions and in terms of ability cultivation,2017 edition is more systematic and meets the requirements of the times than 2003 edition.(1)The total number of behavior verbs of the elective courses in the two editions of the high school geography curriculum standards are 131,of which the 2003 version of high-frequency behavior verbs speaking,understanding,and explaining;the 2017 version of high-frequency behavior verbs have explanation,description,explanation,and learning.(2)In terms of cognitive level,the cognitive level of 2017 version is higher than the 2003 version.The 2003 version mainly focuses on understanding and memory / recall,accounting for 50% and 32% of the total behavioral verb frequency respectively.Compared with the 2003 version,the 2017 version has improved mainly focusing on understanding,memory / recall and application,accounting for 63%,15% and 12% of the total behavioral verb frequency respectively.This is mainly due to the changes in the content requirements of the same elective course in the two editions of high school geography curriculum,that is,the increase and decrease of the specific content of the same elective course.(3)At solo level,2017 edition pays more attention to the cultivationof high-level learning ability and systematic thinking ability.The 2003 version focuses on single point structure and multi-point structure,accounting for 45% and 51% of the total behavioral verb frequency respectively.The 2017 version focuses on multi-point structure,association structure and abstract extension structure,accounting for 47%,21% and 14% of the total behavioral verb frequency respectively.This is due to the different requirements of the curriculum objectives in the two editions of senior high school geography curriculum standards.The 2003 edition aims to master basic knowledge and skills,while the 2017 edition requires the cultivation of core quality of geography discipline to achieve moral cultivation,which requires not only the mastery of knowledge and skills,but also the cultivation of thinking and emotion.(4)In terms of the cultivation of geographical discipline core literacy corresponding to action verbs,both versions are mainly focused on the cultivation of comprehensive thinking,accounting for 79% and 75% of the total frequency of action verbs respectively,the 2003 version focuses on the cultivation of human land coordination,accounting for 9% of the total frequency of action verbs,while the 2017 version focuses on the cultivation of geographical practice,accounting for 15% of the total frequency of action verbs.And compared with the 2003 edition,the 2017 edition is more systematic and balanced.This may be due to the different requirements of the two editions of high school geography curriculumstandards for the cultivation of core literacy of geography discipline.The2003 edition takes the three-dimensional goal as the overall goal,while the 2017 edition of core literacy of geography discipline is the overall goal.2.Four strategies for the implementation of high frequency action verbs teaching in the elective courses of 2017 senior high school geography curriculum standard and six teaching cases designed with the strategies.(1)Four teaching strategies of high frequency action verbs are put forward,speaking and understanding--simply show or to experiment;explaining and explaining--use the existing knowledge to the new situation to deepen the level of thinking step by step,learning--use and implement geographical practice activities,analyzing--the thinking logic of selecting cases to form analysis problems.(2)In this paper,we designed 6 teaching cases of high-frequency action verbs,and implemented two of them in senior three students.We evaluated the learning quality of students' answers.In the evaluation,we found that students' thinking level was mainly concentrated in single point structure and multi-point structure,and there was no knowledge network for the learning of geological knowledge.