| With the official promulgate of the Geography Curriculum Standards for General Senior High Schools(2017 Edition),the geography textbooks for senior high schools have been revised in terms of the structure,content and presentation mode of the textbooks,guided by the core literacy of geography.As an important part of textbooks,"activities" in textbooks are an important carrier to carry out the cultivation of core literacy in geography.Therefore,it is necessary to study the level of core literacy in geography reflected in the "activities" in textbooks.SOLO,known as "Observed Learning Result Structure",is a new evaluation tool,which can be used to evaluate students' learning quality and thinking structure level,and has been widely used in the evaluation and analysis of test questions.Based on the discussion of the correlation between the SOLO classification theory and the level of geography core literacy,this paper divides the elements of geography core literacy examined in the textbook "Activities" into single-point structural level(U),multi-point structural level(M),relational structural level(R),and abstract extension structural level(E)from the SOLO perspective.According to the classification results,the "activities" in the new revised edition of Hunan Education,Lu Education,People's Education and the first volume of senior high school geography compulsory edition are analyzed and compared,and the following conclusions are drawn:(1)The "activities" of the four editions of the new textbooks involve the four levels of SOLO,but the "activities" of the different versions of the textbooks are different in terms of the proportion of levels.In PEP,the multi-point structural level(M)is the main one,and the single-point structural level(U)is the second.Both the Lu Education Edition and the Hunan Education Edition are based on the multi-point structural level(M).The middle diagram is dominated by multi-point structure level(M)and correlation structure level(R).Generally speaking,the "activity" of the Chinese version is the most difficult,followed by the Hunan version and the Lu version,and the People's Education version.(2)four version of the new teaching material of "activity" core literacy of four geographic elements are involved,and focus on the cultivation of comprehensive thinking quality,the other three geographic distribution of the core elements ratio vary in different versions of textbooks,which are highlighted to coordinate view literacy,lu version are highlighted geographic literacy practice force and regional cognitive quality.(3)The levels of geographical core literacy in the "activities" of each edition of textbooks are consistent with the overall SOLO level distribution,that is,the multipoint structural level(M)is the main level.However,there are great differences in the proportion of different literacy levels in different textbooks.The "activity" topics related to geography practice ability in PEP and LU editions are mainly at the level of single point structure(U),while those in the middle and Hunan editions are mainly at the level of multi-point structure(M).The "activity" topics related to human-earth coordination view in the four editions of textbooks are mainly based on the multi-point structure level(M)and the correlation structure level(R).The "activities" related to regional cognition in the PEP,LU and Chinese map editions were mainly based on the multipoint structural level(M),while those in the Hunan version were mainly based on the multi-point structural level(M)and the correlation structural level(R).The "activities" related to the comprehensive thinking in the PEP and LU education editions are mainly at the single-point structure level(U)and multi-point structure level(M);In Hunan Education Edition,the multi-point structure level(M)and the correlation structure level(R)are the main ones.The proportion of single point structure level(U),multi-point structure level(M)and associated structure level(R)is equal.According to the research conclusions,the following suggestions are put forward.Revised textbooks :(1)appropriately adjust the SOLO hierarchy structure of the "activities" in the textbook,and improve the consistency between the difficulty of the "activities" in the textbook and the requirements of the course standard as well as students' cognitive development level.(2)Appropriately adjust the distribution proportion and level level of the core literacy of geography in the "activities" of the textbook,and increase the "activity" proportion between the coordination view of man and land and the practical ability of geography.In terms of teaching for teachers :(1)Carried out "activity" teaching based on standard and combined with SOLO classification theory.(2)The cultivation of core literacy of geography should be fully implemented in the "activities".(3)According to the actual situation of students,adjust the level of "activity" problems in the textbook.(4)Comprehensive analysis,choose the appropriate textbook "activities". |
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