The Comparative Study On Activity Columns Of Senior High School Geography Textbook Based On Scientific Thinking Evaluation System

The activity column in high school geography textbook aims to cultivate students' thinking and practical ability,which can guide and promote students' active learning.Scientific thinking is an important thinking in the high school geography learning process.In the context of my country's new curriculum reform,the "Core Competence for Chinese Student Development" and the 2017 version of the "General High School Curriculum Program" have clearly mentioned scientific spirit,rational thinking,scientific literacy,etc.Scientific thinking has caused a research boom as one of the core qualities of physics and biology,but it is rarely mentioned in the research of geography teaching.In order to understand the infiltration and embodiment of scientific thinking in the activity columns of different versions of high school geography textbooks better,this paper attempts to construct an evaluation system of scientific thinking suitable for the comparative study of the activity columns in geography textbooks,and selects senior high school geography textbook compulsory volume 1 in Chinese Shanghai Edition and Hunan Education Edition as the research object.First of all,this article summarizes the relevant research status through the literature research method.The selected two editions of high school geography textbooks are analyzed and compared on the surface to determine the activity columns to be analyzed.According to the 2017 version of the senior high school physics and biology curriculum standards,using Bloom's taxonomy of educational objectives to revise the "cognitive process" classification table in the two-dimensional framework,and based on the existing classification system of cognitive process.Construct a scientific thinking evaluation system that can be used in the activity columns of high school geography textbooks,and use expert consultation and content analysis methods to test and revise the evaluation system's validity.Finally,get the revised evaluation system.Secondly,the revised scientific thinking evaluation system is used to deeply analyze the activity columns of the two editions of textbooks.The coding results were processed by statistical analysis,getting the similarities and differences in the frequency and proportion of scientific thinking types between the two editions of textbooks,using SPSS software's Pearson chi-square test,Fisher's exact test and other methods,according to the textbook unit to analyze the similarities and differences in the two aspects of their scientific thinking type and cognitive level.Finally,from the perspective of solving the problem,based on the results of the comparative study of the activity columns of the two editions of textbooks,this paper puts forward the optimization suggestions of the activity columns of high school geography textbooks:including strengthening the model and modeling in geography,paying attention to the criticism and innovation in geography,and reasonably using the action verbs in the activity columns.At the same time,the paper puts forward the teaching strategies of activity column in geography textbook for teachers,and provides the feasible path to cultivate students' scientific thinking.This study draws the following conclusions:From the surface analysis results,the Shanghai edition of the textbook has rich types of activities and novel activity design,while the Hunan education edition of the textbook has rich information and strong contextual activities.The two are relatively close in activity quantity and activity density.Judging from the results of in-depth analysis,in terms of commonality:(1)The first-level indicators of scientific thinking in the activity columns of the two editions of the textbooks account for the most "induction and generalization","deduction and reasoning",and the least proportions of "model and modeling" and "criticism and innovation";The indicators are all DR-2 with the highest proportion;(2)in terms of cognitive level,the two have the highest proportion for the "level 2" test;(3)from the analysis of the correlation between the activity columns in different units of the textbook and the types of scientific thinking,it is not statistically inclined.In terms of differences:(1)The Shanghai edition of the textbook involves more "induction and generalization" in terms of first-level indicators,and the Hunan education edition is obviously higher in "deduction and inference";from the second-level indicators,the emphasis of the two editions of textbooks is different;(2)in terms of cognitive level,the Shanghai edition has a higher ratio of "Level 1" and "Level 2" than the Hunan education edition,while the Hunan education edition has a higher ratio of "Level 3" than the Shanghai edition;(3)from the analysis of the correlation between the activity columns of different units of the textbook and the cognitive level of scientific thinking,the cognitive level of the activity columns of the different units of the Shanghai edition of the textbook shows a certain tendency;while the cognitive level of the different units of the Hunan education edition of the textbook is not significant difference.