Research On The Penetration Of Human-land Relationship Thought Into Junior High School Geography Textbook

The 19th National Congress of the Communist Party of China proposed in the report that "the construction of ecological civilization is in the contemporary era and the benefits are in the thousands of autumns".To build a modern pattern of harmonious coexistence between man and land,we must re-examine the relationship between man and the natural environment.Ecological prosperity is the rise of civilization,ecological decline is the decline of civilization,human harm to nature will eventually hurt human beings themselves,so how to establish the next generation of correct human-land relationship thinking has become a major responsibility of geography.The core position of human-land relations in geography also determines that the current geography discipline should not only impart geographical knowledge and geographical principles,but also cultivate students’ correct geographical ideas.Junior high school geography education is the enlightenment of students’ geography learning,and geography textbooks are the main basis for students’ geography learning.Therefore,clarifying the current situation of the infiltration of the idea of human-land relations in the current junior high school geography textbooks and how to better infiltrate the idea of the relationship between man and the land in the junior high school geography textbooks has become a question worth pondering.This paper sorts out the main points of the idea of human-land relationship,analyzes the text of the "narrative texts","activities","reading materials" and "images" columns in the junior high school geography curriculum standards and textbooks,and combines the results of the teacher’s questionnaire survey and classroom observation to obtain the current situation of the penetration of human-land relationship thinking in junior high school geography textbooks,propose optimization strategies according to the shortcomings,and design teaching cases with human-land relations as the main line.The main findings of the study are as follows:(1)The curriculum standards of compulsory education geography attach importance to the idea of human-land relationship as a whole,but there are certain deficiencies: Firstly,ignore the influence of "people to the earth";Secondly,ignore the "temporal and spatial changes of human-land relations";Thirdly,the curriculum objectives adopt "three-dimensional goals",and there is a problem that the ideas of human-land relations in the middle and high school curriculum standards are not closely connected.(2)The infiltration status of the idea of human-land relations in the junior high school geography textbooks of the human-taught version is more reasonable as a whole,and the materials of the idea of human-land relations are integrated in many places,but there are also problems such as imperfect exposition of the "temporal and spatial changes in the relationship between man and land" in textbooks and the lack of convergence of the ideas of human-land relations in the middle and high school geography courses.(3)The use of teachers’ questionnaire surveys and in-depth classroom observation to study the performance of human-land relationship thinking in teaching can reflect the current situation of teachers using curriculum standards and textbooks to cultivate students’ human-land relationship thinking in teaching.Most teachers have a good educational effect on the idea of human-land relationship,of course,there are also problems such as teachers’ own literacy to be improved,teachers do not actively play a guiding role,resulting in a gap between reality and ideals in the teaching process,resulting in a certain degree of teaching negligence.(4)According to the conclusions of text analysis and research analysis,the penetration status of human-land relationship thinking in junior high school geography textbooks should be optimized from the following two aspects: Firstly,optimize the curriculum standards and improve the curriculum objectives of human-land relationship thinking,including taking the core literacy of geography disciplines as the goal of compulsory education geography curriculum and clarifying the level of academic quality in the compulsory education geography curriculum standards.Secondly,according to the main points of human-local relationship thinking,rationally allocate teaching materials,including increasing the content of "temporal and spatial changes in human-land relations" and attaching importance to "activities" The infiltration of the idea of human-land relations in the column and the connection between the concept of human-land coordination in the middle and high school geography textbooks attaching importance to the "Reading Materials" column.