A Comparative Study On The Knowledge Structure Of The Four Editions Of New Geography Textbooks Based On The ISM Method

With the promulgation of the Curriculum Standards for General High School Geography(2017 Edition),the 2019 edition of high school geography textbooks compiled according to the new curriculum standards emerged at the historic moment and began to be used in the classroom.The emergence of new curriculum standard and new textbooks requires teachers to change their teaching strategies and re-analyze the teaching materials.Currently on the market with a wide range of geography textbook version: People's Education Edition,Shandong Education Edition,Hunan Education Edition and China Library Edition,while four version of geography textbooks are written under the requirements of the new curriculum standard,but in content and have distinguishing feature each,teachers need to comprehensive grasp,in order to better cultivate the students' geographic core accomplishment,cultivating moral talents of education goals are met.In this background,this paper uses literature research combed the geography textbook structure analysis process and research status quo of teaching material analysis based on ISM method,found on the analysis of the teaching material structure in our country are mostly based on personal experience in qualitative research,lack of quantitative research,so choose the ISM method,content analysis and comparative analysis of four is the edition of geography new teaching material knowledge structure for the transverse comparison,find four versions in the aspects of content selection,write sequence similarities and differences,so as to provide reference for first-line teachers teaching.The main contents of this paper are as follows:(1)Establish the knowledge structure model of “Atmospheric Movement” in optional compulsory 1 of the four editions of new geography textbooks.According to the operation steps of ISM method,on the basis of determining the core knowledge elements and the relation directed graph,the knowledge structure model of the four editions of textbooks is established through a series of matrix calculation.(2)The similarities and differences between the four editions of textbooks.There is little difference in the selection of knowledge elements,which can accurately grasp the key points of knowledge and meet the content requirements of the new curriculum standard.In terms of the expression of knowledge elements,the content expression and presentation way of People's Education Edition and Shandong Education Edition are more concise,while the content expression and presentation way of Hunan Education Edition and China Library Edition are more colorful.The difference in the arrangement of starting point elements mainly lies in the different arrangement of the knowledge point of “horizontal movement of the atmosphere”.The arrangement of Hunan Education Edition is more conducive to students' understanding of the subsequent knowledge.The arrangement of the other three editions of textbooks reflects the systematization of subject knowledge.The arrangement of terminal elements is roughly the same,which not only pays attention to fit with the content and requirements of the new curriculum standard,but also pays attention to the connection between knowledge and real life.Most of the logical relations among knowledge elements are the same,and the writing logic conforms to the discipline logic and the law of students' cognitive development,but there are also some differences.(3)Based on the research results,I put forward two suggestions for teachers to make innovative teaching design and successfully achieve teaching objectives.First,teachers can compare and analyze textbooks from multiple aspects when analyzing textbooks,and strengthen the application of ISM method in textbook analysis.Second,when carrying out teaching,teachers can select the optimal program through the integration of multi-edition textbooks and create situational teaching in combination with the knowledge structure of the textbooks to better complete teaching activities.At the same time,the ISM method can also be used to construct the knowledge structure of students to promote effective learning and memory retention of students.