Research On The Consistency Between The New Edition Of High School Geography Textbook And Curriculum Standards

Under the background of international curriculum reform based on standards,the construction and implementation of geography curriculum standards has become a research hotspot in the field of geography education.The promulgation of the general high school geography curriculum standard(2017 Edition)(hereinafter referred to as the "new high school geography curriculum standard")provides a direct basis for the revision of high school geography textbooks.At present,the consistency analysis between the new edition of high school geography textbook and the "new curriculum standard of high school geography" is conducive to the objective evaluation of the quality of high school geography textbook and the better implementation of the requirements of the "new curriculum standard of high school geography".In this paper,the SEC consistency analysis paradigm is selected,and the quantitative analysis method is used to replace the judgment of experience.The consistency analysis is carried out between the four versions of high school geography 1 published in the autumn of 2019,namely Hunan Education Press,China Map Press,Shandong Education Press and People’s Education Press,and the "new curriculum standard of high school geography",in order to provide an effective basis for the compilation and revision of geography textbooks and curriculum standards in the future.The main contents of this paper are as follows:First,it mainly analyzes the relevant literature at home and abroad from the perspective of textbook and consistency analysis,and obtains three conclusions:(1)the perspective of textbook evaluation is becoming more and more diverse;(2)he consistency analysis based on standards is becoming more and more popular;(3)there are limitations in the current domestic research on the consistency of textbooks and curriculum standards.Second,we use sec consistency analysis paradigm to divide the new edition of high school geography textbook and "new curriculum standard of high school geography" in the content of geography 1,judge the cognitive level by referring to Bloom’s cognitive goal taxonomy,and substitute the obtained data into the twodimensional matrix of "content subject × cognitive level";use Porter formula to calculate the consistency coefficient P between textbook and curriculum standard,and call mat The unidrnd function in lab and the consistency reference coefficient P0 calculated by SPSS.Third,the consistency analysis of geography textbooks and curriculum standards was carried out from the four perspectives of content theme,cognitive level,key distribution and consistency coefficient,and the results were as follows:(1)On the content theme,the distribution of each theme is consistent with the curriculum The existing differences have their own characteristics;(2)At the cognitive level,they are mainly based on understanding.China Map Press and Shandong Education Press pay more attention to "application",and Hunan Education Press pays more attention to the foundation;(3)The distribution of key points is more consistent High,but there are also secondary points;(4)There is a deviation in the consistency coefficient of Porter,and the consistency between Geography 1 of the People’s Education Press and the “High School Geography New Curriculum Standard” is high.Fourth,based on the differences in the research process and data,and using qualitative methods to make up for the shortcomings of quantitative analysis,the research found that the reasons behind the differences may be the processing of the characteristics of other versions of textbooks;afterwards Analysis to give full play to the advantages of each version and help teachers carry out teaching.Finally,the following considerations are made on the consistency study of geography textbooks and curriculum standards in the future:(1)Follow the requirements of the curriculum standards,select the textbook content,and pursue the same concept;(2)Considering the content of the course standard,determining the cognitive level and providing the possibility of consistency;(3)Make good use of the advantages of practical teachers,encourage teaching and research,and practice the consistency of teaching and research;(4)Optimize the consistency evaluation mechanism,combine qualitative and quantitative,and deepen consistency research.