The Comparative Study Of Senior High School Geography Curriculum Standard Between China And New Zealand

The geography curriculum standard is the basic programmatic document of the national curriculum and the basis of geography teaching and evaluation.The "International Charter for Geography Education" proposed in 2016 stated that "comparison of geographic standards and courses in different countries should be encouraged,and opportunities should be created for international teacher exchanges to disseminate all basic knowledge,skills and values in geography education." This research takes China's "General High School Geography Curriculum Standards(2017 Edition)" and New Zealand's "High School Geography Curriculum Guidelines translated(2013 Edition)"(equivalent to China's geography curriculum standards)as the research objects,using literature analysis,case analysis,comparative research,summary induction and compare the general framework,curriculum philosophy,curriculum objectives,curriculum content,curriculum implementation and curriculum evaluation of the geography curriculum standards in China and New Zealand,and analyze the similarities and differences of the curriculum standards of the two countries in the above six comparative dimensions.It hopes to provide new ideas for the teaching of geography teachers in our country and provide a reference for the further improvement of geography curriculum standards in our country.The following revelations can be drawn through comparison:1.Curriculum concepts: Both the curriculum concepts of the two countries focus on the development of student literacy,but New Zealand is guided by the social needs of the development of the international society and focuses on the cultivation of students' comprehensive literacy,not just the cultivation of geography.Therefore,as a frontline geography teacher,it is necessary to establish a "integrated" geography curriculum view of "student development as the center,social needs as the direction,and subject development as the basis" to promote the overall development of students.Only in this way can it fully reflect the unique value of geography in promoting social development and promoting individual development of students.2.Curriculum objectives: The curriculum objectives of both countries emphasize the cultivation of geographic skills and the concept of coordination between man and land,but the positioning of New Zealand curriculum objectives is to cultivate critical,active,wise and responsible people who are adaptable to the dynamic changes in the information age in the future.Therefore,we must give full play to the educational value of geography,focus on overallhuman development,and cultivate students' scientific and humanistic qualities,independent development capabilities and social participation capabilities.3.In terms of curriculum content: the curriculum structure of the two countries includes physical geography and human geography.The content of the geography curriculum in China has strong discipline logic,while New Zealand broke the logic of geography discipline and carried out geography teaching content under the guidance of the core concepts of geography Teachers and students have greater autonomy.Therefore,we can choose the appropriate context and content according to the surrounding environment of our location for subject-based teaching,project-based teaching or unit teaching,so that the content of the course is more life-like,relevant and more flexible.4.Curriculum implementation: Both countries advocate that teachers should guide students to conduct problem-based learning and inquiry-based learning.However,the New Zealand geography curriculum standard requires students to "participate in the process of planning a geography learning program",allowing students to experience "discovering problems —design scheme—problem-solving” process to cultivate a higher level of geographic thinking.Therefore,in our geography teaching,we must promote students to carry out real inquiry learning through the design of complex situations and deep-level problems,so as to cultivate students' critical thinking,creative thinking and practical ability.5.Curriculum evaluation: Both countries advocate the integration of process evaluation and summative evaluation and divide them into different levels.However,New Zealand focuses on creating concrete and feasible situations and collecting evidence through student performance in specific evaluation situations,to examine the various abilities of students.Therefore,in the evaluation of geography teaching,we can create concrete and feasible situations to promote the cultivation of students' ability to solve real problems,so as to achieve the evaluation purpose of investigating the core literacy of students' geography.6.In terms of curriculum resources: The resources of our country's geography curriculum standards are relatively single,while the New Zealand Geography Curriculum Guide provides three-dimensional and networked curriculum resources.Therefore,in addition to the existing high school geography curriculum standards and text interpretation,it is recommended to establish a networked,thematic,and three-dimensional geography curriculum standards thematic network to facilitate researchers,managers,teachers and students and other groups to understand the curriculum standards,so as to establish a correct curriculum view.