A Comparative Study On The Operation System Of Geography Textbook Between China And America

As an important part of geography teaching materials,the operation system plays an important role in the realization of geography education purpose and the guarantee of classroom teaching effect.Junior high school,as a sensitive period of children's growth,is the key stage of learning habits and personality building.Therefore,a scientific and reasonable geographical textbook operating system has an important impact on the development of students' geographical literacy.However,the operation system has always been in a subordinate position in the geography textbook of junior high school in China,and its important role has never been paid attention to.Although the content of the operation system in geography teaching materials is constantly enriched and the types of operation are gradually diversified after continuous adaptation and repair,there are still some shortcomings and deficiencies in the operation system,which are worth further study and discussion.From the perspective of the comparison of Junior Geography Textbooks between China and the United States,this study uses the research methods of text analysis and comparative analysis to analyze the design characteristics of Junior Geography Textbook geography published by the people's education press of China and world geography published by the MC Dougal Littell press of the United States,and on this basis On the other hand,this paper makes a comparative study of the operating systems of the two editions of Geography Textbooks in China and the United States from the perspectives of the structure,content,cognitive level,the use of pictures,the way of completion and functions of the assignments.The study found that there are some deficiencies in the teaching material operating system in China,including the small number and single form of operation,the low degree of integration with students' actual life,the neglect of the explanation of the causes of geographical status,the lack of specialized training of geographical knowledge and geographical skills,thelack of attention to the cultivation of advanced thinking ability,etc.According to the similarities and differences between the two countries,this paper analyzes the causes of the differences from the four aspects of the historical and cultural background,teaching methods,curriculum standard design concept and academic evaluation system of China and the United States,and puts forward some corresponding optimization strategies,including: properly increase the number of homework questions,enrich the columns of the homework system;strengthen the thinking training,improve the ability of students to solve problems;provide network information resources,play the role of teaching aids;follow the learning rules of students,improve the continuity of the textbook homework system;pay attention to the timeliness of homework materials,and cultivate the spirit of geography and humanity.