Quantitative Analysis Of The Difficulty Of The Fourth Edition Of The New High School Geography Textbooks

In 2017,the Ministry of Education promulgated the "General High School Geography Curriculum Standards(2017 Edition)",marking a major achievement in the new round of curriculum reform.Taking the "New Curriculum Standard" as the frame of reference,four new high school geography textbooks have been compiled for the People's Education Edition,the Chinese Map Edition,the Hunan Education Edition,and the Lu Education Edition.Due to the different understandings of the "New Curriculum Standards" by the editors of different editions of the textbooks,the different ideas of writing,the difficulty of the textbooks will be different and they are comparable.Based on this,this study uses Compulsory 2 as the research sample and the difficulty model of the geography textbook as a research tool to quantitatively analyze and evaluate the difficulty of the fourth edition of the new geography textbook for high school.The main research work of this paper is as follows:First of all,through the literature analysis method,analyze the current situation of domestic and foreign research on the difficulty of the textbook,clarify the concept and theoretical basis of the difficulty of the textbook,find new breakthroughs,and determine the research direction.Secondly,according to the compilation characteristics of the textbook,the difficulty of the textbook is divided into the difficulty of knowledge content,the difficulty of exercises,and the difficulty of expansion.Based on the curriculum difficulty model in Shi Ningzhong,the difficulty model of knowledge content in geography textbooks is constructed;Based on the comprehensive difficulty model of Bao Jiansheng's exercises,this paper constructs the difficulty model of exercises in geography textbooks.Based on Liao Boqin's extended difficulty model,this paper constructs the extended difficulty model of geography textbooks.Thirdly,for data collection,set into the different content model,problem sets,the difficulty and expanding difficulty model,then respectively from three dimensions to four version of the difficulty of the high school geography new teaching material for quantitative analysis,the results are as follows:In the aspect of content difficulty,on the whole,the content difficulty level of the new geography textbook of the fourth edition is higher than that of "New Curriculum Standard",and the content difficulty of the Lu edition is the highest.From the perspective of various influencing factors,the content breadth level of the People's Education Edition,the Chinese Map Edition and the Lu Education Edition is equal,which is higher than that of the Lu Education Edition and "New Curriculum Standard",secondly,the Chinese Map Edition,the Lu Education Edition and the People's Education Edition,"New Curriculum Standard" is the lowest;in terms of progress,the class hours of the Hunan Education Edition and the Lu Education Edition are higher than "New Curriculum Standard",and the People's Education Edition and the Chinese Map Edition are lower than "New Curriculum Standard";in terms of comparable breadth,the comparative breadth of the Lu Education Edition and the Hunan Education Edition is the most consistent with "New Curriculum Standard",the medium edition is moderate,and the People's Education Edition is the most deviant,among them,the Lu Education Edition of the higher degree of agreement,the Chinese Map Edition,the People's Education Edition of the greater degree of deviation.In the difficulty of exercises,as a whole,the difficulty of the Lu Education Edition is the highest,the Hunan Education Edition and the People's Education Edition are in the middle,and the Chinese Map Edition is the lowest.From the perspective of various factors,the difficulty value of the Chinese Map Edition is obviously lower than that of the other three versions at the cognitive level;the difficulty value of the People's Education Edition is the highest and the difficulty value of the Chinese Map Edition is the lowest at the background level;and the knowledge content,the degree of difficulty ranges from the highest to the lowest in the order of the Lu Education Edition,the Hunan Education Edition,the Chinese Map Edition and the People's Education Edition.The degree of difficulty of the Hunan Education Edition and the Lu Education Edition is the same,but the Chinese Map Edition is the lowest,in the way of information presentation,the difficulty of the Lu Education Edition is obviously higher than that of the other three editions.In the aspect of difficulty,on the whole,the difficulty level of the new geography textbook of Senior High School in the fourth edition is similar,from high to low,it can be sorted as: the Lu Education Edition> the Hunan Education Edition> the People's Education Edition >the Chinese Map Edition.According to various factors,the quantity of expanding materials in the People's Education Edition is obviously lower than that in the other three editions,and the less expanding depth leads to the less expanding depth of the People's Education Edition.Finally,based on the above research conclusions,this article puts forward the following suggestions from three perspectives: improvement of teaching materials,selection of teaching materials and teaching.Among them,from the perspective of the improvement of teaching materials,this article proposes corresponding suggestions from three dimensions,that is,the knowledge content system should condense knowledge topics and highlight core literacy;increase the guidance of learning methods to facilitate students' independent learning;strengthen the balanced choice of knowledge types and emphasize skills and Cultivation of emotions;appropriately increase the content of interdisciplinary penetration.The exercise system should select problem situations and create a variety of presentation methods;set chapter test questions,focusing on the combination of "fragmentation" and "integration" of exercises;diversified types and multi-dimensional evaluation of learning effects;paying attention to student differences and setting different settings Difficulty exercises.The expansion system should enrich the types of expanded columns and enhance the interest of the textbooks;focus on the timeliness of the expanded materials and gradually move towards life;optimize the expanded content and reasonably control the knowledge capacity.From the perspective of textbook selection,it is proposed to establish an evaluation-based textbook selection plan,construct a complete textbook selection process,and fully listen to the opinions of frontline teachers.From the perspective of teaching,it is proposed based on the characteristics of teaching content to effectively control the difficulty of the content;based on the characteristics of exercises,students are provided with layered exercises;flexible use of extended materials to stimulate students' interest in learning.