A Comparative Study Of The Structure Of High School Geography Textbooks And Teaching Strategies Based On ISM Method

With the deepening of a new round of curriculum reform and the formal issuance of the "General Senior High School Geography Curriculum Standard(2017 Edition)",in 2019,four representative textbook publishers(People's Education Press,Hunan Education Press,Shandong Education Press and China Map Press)in China published high school geography textbooks based on the 2017 edition of geography curriculum standards.The geography curriculum standard is the basis of compiling geography textbooks,but the compilers are influenced by their experience and have different compiling ideas,which makes the structure,content selection and arrangement of different versions of geography textbooks different and present their own characteristics.The comparative analysis of different versions of textbooks can learn from the advantages of integrated textbooks and maximize the role of textbooks.Therefore,it is very necessary to conduct a horizontal comparative study on the structure of various editions of textbooks.This article mainly uses a variety of research methods such as literature research method,content analysis method,ISM method,expert consultation method and comparative method.First,it sorts out the related research status of geography textbook comparison,geography textbook structure,using ISM method to analyze textbooks and teaching strategies of basic textbook analysis,defines the concepts of textbook,textbook structure and ISM method,and proposes the four theoretical foundations of this article:Bruner's Cognitive structure theory,Ausubel's meaningful learning theory,system science theory and geographic comparative education theory.Secondly,it expounds the principle of the model structure based on the ISM method to analyze the structure of geography textbooks,and explains the steps of the model in detail.Then analyze the knowledge structure of "Water on the Earth" in the compulsory "Geography 1" textbook for the People's Education Edition,Hunan Education Edition,Shandong Education Edition,and China Map Edition respectively according to the analysis model,and obtain the system structure model corresponding to the fourth edition of the textbook.Finally,based on the system structure model,a comparative analysis of the knowledge structure of the four editions of textbooks from four aspects:the selection of core elements,the similarities and differences of starting element and node elements,the formation of relationships between elements;combined with the conclusions of the comparative analysis,from the three aspects of geography teachers' analysis of textbooks,use of textbooks and classroom teaching,corresponding teaching strategies for teachers are proposed.In summary,the basic conclusions obtained in this article include the following three aspects:The first is the overall characteristics of the system structure model of the four editions of textbooks:People's Education Edition-form scattered and spirit gathered,Hunan Education Edition-closely connected,Shandong Education Edition-concise and refined,China Map Edition-relatively independent.The second is the conclusion of the comparative study on the structure of "Water on the Earth" in the fourth edition of senior high school geography textbook:(1)The choice of core elements mainly includes the comparison of quantity and quality of core elements.There are three points in the comparison of the number of core elements:on the whole,the number of core elements is roughly the same except for the China Map Edition;on the part,there are differences in the distribution of core elements in each section;on the details,there are differences in the capacity of the same core element in different textbooks.The comparison of the quality of core elements also includes three points:the choice of core elements pays attention to the foundation;the learning of core elements emphasizes the situation;the quality of core elements is different.(2)The similarities and differences of the starting elements.In terms of the arrangement of the starting elements,the four editions of textbooks can be divided into two categories:one is the People's Education Edition and the China Map Edition,which emphasize the independence of the starting elements;the other is the Hunan Education Edition and the Shandong Education Edition,which attach importance to the comprehensiveness of the starting elements.(3)The similarities and differences of node elements.In terms of the arrangement of the node elements,the four editions of textbooks have the common characteristics of highlighting the cultivation of human land coordination;in addition,Hunan Education Edition and Shandong Education Edition also have the characteristics of paying attention to the integrity of knowledge elements.(4)There are two main points in the formation of the relationship between the elements:the formation route of the elements in the fourth edition textbooks is diverse,and the teaching order of the elements is variable.Third,based on the conclusion of comparative analysis of geography textbook structure,the teaching strategies are put forward:(1)The strategies for geography teachers to analyze textbooks include the integration of textbook analysis methods and the diversification of textbooks analysis dimensions.(2)The strategies for geography teachers to use textbooks include two aspects.One is the overall strategy of using textbooks:determine the core elements,grasp the teaching content;understand the node elements,clear teaching objectives;optimize the formation path,develop teaching ideas.The second is the specific strategies of using textbooks:People's Education Edition-appropriately supplement and integrate other core elements;Hunan Education Edition-improve the necessary elements,analyze the add elements;Shandong Education Edition-collect specific cases,auxiliary elements of teaching;China Map Edition-add other elements,expand the elements of content.(3)The strategies for classroom teaching of geography teachers include focusing on the penetration of geographic core literacy,highlighting the creation of true geographic situations,and increasing the use of conceptual relationship structures.