A Study On The Life-oriented Teaching Of Geography In Senior High Schools Based On The Comparison Of Chinese And American Textbooks

In the 21 st century,the reform of international geography education is booming,and the integration of geography and life has become a new trend.The “Geography Curriculum Standard for Full-time Compulsory Education” formulated by the Ministry of Education(2001)complies with the reform trend and proposes modern geography education.The first principle of the basic concept is “learning useful geography for life”.In 2018,the "General High School Geography Curriculum Standards"(2017 edition)formulated by the Ministry of Education was formally promulgated.The nature of the curriculum and the basic philosophy also repeatedly emphasized that geography education should improve students' quality of life.The curriculum design basis clearly puts forward the geography education.The basic tasks of a person include the student's development must closely link with the student's life experience,and allow students to learn useful geography for their lifelong development in the natural and social classroom.The implementation of high school geo-information teaching not only responds to the call of national curriculum reforms and curriculum standards,but also helps students receive quality education,learn useful knowledge for the society,and useful knowledge for the society.Geography textbooks are the first channel for teachers to impart knowledge to students,and they are also the first materials for students to access geography knowledge.They are the carriers of geography knowledge and act as links and bridges between teachers and students.The content and quantity of the living material written in the geography textbooks will directly affect the implementation of geographical life-based teaching.Countries such as the United States,Japan,and the United Kingdom have revised their high school geography curriculum standards with the aim of life-oriented teaching.The revision of textbooks has also grasped the principles of life-oriented teaching.Therefore,learning from the material of the life of foreign textbooks and learning from the advantages of the developed country textbooks,learning from each other's strengths is an important way to implement life-oriented teaching in our country's geography classroom.The research object of this article is the geographical teaching materials for senior high schools in Shandong Province,which are used by the People's Education Publishing House,Geography 1·Compulsory,and the mainstream American high school science textbook published by Zhejiang Education Publishing House.——Geography: Geology,Environment and Universe.This book contrasts and analyzes the life stories and materials of these two editions of geography textbooks from the perspectives of the characteristics of textbooks,knowledge structure,graphic texts,activity work,and knowledge difficulty.Aiming at the possible problems in high school geo-living teaching,questionnaires were distributed to high school teachers to understand the implementation of life-oriented teaching in teachers' teaching process and existing problems.Based on the comparison of the two editions of the geographical teaching materials,the teaching of the life-based teaching of American Geography textbooks is used to draw lessons from the advantages of the life-oriented teaching of American Geography textbooks,and the problems of questionnaire feedback are put forward to better implement the teaching of geographical life in China.Measures and recommendations for improvement of the country's geographical teaching materials to enable the smooth implementation of geographical life teaching in the country.