Research On The Changing Characteristics Of High School Geography Knowledge Requirements And Teaching Coping Strategies Under The New Curriculum Standards

The curriculum standard is a teaching guidance document that defines the nature and objectives of the subject curriculum,content standards,and implementation recommendations.It is a scientific arrangement for each subject’s knowledge system,knowledge content,and knowledge requirements.The development of geography curriculum standards in China has gone through a long process.From the "General Education Interim Curriculum Standards" promulgated in 1912 to the current "General High School Geography Curriculum Standards(2017 Edition)",The content of each edition of the curriculum is continuously improved on the basis of the previous edition.Studying the changing characteristics of high school geography knowledge requirements under the new curriculum standard,it has important theoretical and practical guiding significance for classroom teaching of middle school geography teachers.The study of geography curriculum standards focuses on macro-comparison and lacks micro-study.The content of micro-domains such as geographic knowledge,skills and values under the new curriculum has undergone great changes and has important guiding significance for geography teaching.In order to reveal the changing characteristics of high school geography knowledge requirements under the new curriculum standard,and to provide a better teaching coping strategy for high school geography teachers,the paper studies the geography knowledge under the new curriculum standard from the following five parts:(1)Through a large number of literature reviews and related theoretical foundation research,determine the research significance and value of high school geography knowledge change under the new curriculum standard;(2)By comparing the "General High School Geography Curriculum Standards(Experimental Draft)2003" and the "Ordinary High School Geography Curriculum Standards(2017 Edition)"(hereinafter referred to as the 03 version of the curriculum standard and the 17 th edition of the curriculum standard),summarizing the high school geography knowledge in knowledge Changes in the three aspects of the system,knowledge content and knowledge requirements;(3)Combining the SOLO classification hierarchy method,Using questionnaires,interviews and surveys to understand the current situation of geography knowledge response methods for high school geography teachers under the new curriculum standards,it is concluded that the geography knowledge of the tested teachers is at a medium level,especially the old teachers and Teachers with lower academic qualifications have lower levels of mastery of new knowledge and concepts under the new curriculum standards,and the conclusions are not in place.(4)According to the change characteristics of high school geography knowledge and the geography knowledge status of high school geography teachers in the new curriculum standard,the coping strategies are proposed,and combined with case analysis method,further explanation in the teaching design,providing a certain reference for high school geography teachers;(5)Summarize the main research conclusions of this paper,and reflect the main shortcomings of this research through reflection.Based on the existing research,the geographical knowledge under the new curriculum is divided into three parts: knowledge system,knowledge content and knowledge requirements.The main changes are:(1)The systematic and logical system of knowledge system sublimates and sublimates,which is in line with the logic of students’ psychological development and cognitive rules,and is also conducive to comprehensively cultivating students’ geographical core literacy.(2)Knowledge content is more extensive,and the phenomenon of knowledge context is becoming more and more obvious.(3)The knowledge requirements are more in-depth,and more and more emphasis is placed on the application of geographic knowledge in production and life.Based on the current knowledge of geography teachers in high school,the following coping strategies are proposed:(1)Strengthen the study of new geography curriculum standards and clarify the changes in geographic knowledge;(2)Interfacing with university textbook knowledge to enhance the depth of geographic knowledge;(3)Make full use of the geographical resources around them to enrich the breadth of geographic knowledge;(4)Change classroom teaching methods and actively create teaching application scenarios.(5)Improve geography teaching thinking and strengthen their comprehensive literacy.