Research On Activity Column Of Textbook Based On Cultivation Of Geographic Information Literacy ——Taking The New Shanghai High School Geography Textbooks As An Example

Under the background of global informatization in the 21st century,geographic information literacy is one of the important goals of talent training,and also the need of geography curriculum reform of basic education in various countries.The activity column of geography textbooks is regarded as an important carrier of cultivating literacy,but no researchers have conducted research on the cultivation of geographic information literacy by activity column.Therefore,it is of great value to analyze activity columns from the perspective of geographic information literacy.This paper uses four methods,including literature research,Delphi method,content analysis and statistical analysis.Firstly,it tries to construct a frame of geographic information literacy with good validity.Secondly,the latest Geography textbooks for the senior high school geography compulsory and selective compulsory courses in Shanghai Edition are selected as samples,and the cultivation effect of activity columns on geographic information literacy is analyzed through textbook coding and using methods such as Fersch accurate test and Post Hoc testing.Finally,this paper proposes the teaching mode and strategy of cultivating this literacy with the help of activity column,and provides a case.The results and conclusions are as follows.Firstly,the information literacy and geographic information literacy related materials are sorted out and analyzed,and a geographic information literacy framework is constructed which can be used for literacy cultivation and textbook analysis.The framework is composed of 3 first-level indicators,9 second-level indicators and 18 third-level indicators.The first-level indicators include geographic information awareness,geographic information knowledge and geographic information ability.The second-level indicators of geographic information ability include the ability to acquire,process,understand,use and convey information.Second,based on the framework,it analyzes the effect of the activity column of the Shanghai edition of textbook on the cultivation of geographic information literacy.The analysis results show that the textbook,with the help of four columns of "Exploration","Activity","Reading" and"Practical Activities",cultivates geographic information literacy from three aspects of consciousness,knowledge and ability by solving real-life and cutting-edge real situation problems.The textbooks focus on the cultivation of the ability to understand and use geographic information,while the requirements for the ability to operate geographic information are low,and the knowledge of geographic data and information technology is less supplemented.In addition,there are significant differences in the types of knowledge introduced in different activity columns."Exploration" and "Reading" columns tend to introduce declarative knowledge,while "Practical Activities" columns tend to introduce operational knowledge.Different activity columns have no inclination to the cultivation of geographic information ability.Thirdly,the teaching mode and strategy of cultivating geographic information literacy by means of activity column are put forward.The teaching mode includes three stages:activity preparation,activity process and activity feedback.The teaching strategies include "paying attention to social hot spots to cultivate awareness of geographic information","appropriately supplementing geographic data knowledge to expand the coverage of geographic information knowledge","doing independent cooperative inquiry and flexible homework to cultivate geographic information ability".Based on the above teaching modes and strategies,the paper provides an operational activity design,in order to provide reference for the frontline geography educators.