A Comparative Study Of High School Geography Textbooks And Teaching Strategies Between China And The United States From The Perspective Of STSE

In this context,the Ministry of Education has revised and released the "Geography Curriculum Standards for Ordinary High Schools(2017 Edition,2020 Revision)",which clearly states that the training objectives of ordinary high schools are to further enhance students’ comprehensive qualities,develop core competencies,and cultivate sociological builders and successors with comprehensive moral,intellectual,physical,aesthetic,and labor development.STSE is the acronym for Science,Technology,Society,and Environment.It aims to promote the integration of science,technology,society,environment,and subject knowledge,enabling students to understand the mutual influence between technological development and human society and the natural environment during the learning process.Therefore,STSE education can play a very important role in developing students’ core literacy and cultivating high-quality talents.Therefore,the comparison of high school geography textbooks and research on teaching strategies between China and the United States from the perspective of STSE have certain theoretical significance and practical value.On the basis of comparative education theory,constructivist learning theory,and humanistic learning theory,this study focuses on the high school geography textbook published by Hunan Education Press in China and the high school geography textbook published by Scientific Discoverer in the United States.Firstly,literature research is used to collect relevant literature on "STSE education" and "textbook comparison".The current research status of "STSE education" and "textbook comparison" at home and abroad is summarized,and the concept of STSE education is elaborated Origin,elements,and characteristics;By using comparative research and statistical analysis methods,based on STSE education,the curriculum standards and two sets of textbooks in China and the United States were analyzed.The STSE education content in high school geography textbooks in China and the United States was divided into seven categories: "Geography and scientific knowledge,Geography and scientific development,Geography and technological application,Geography and geological methods,Geography and daily life,Geography and social development,Geography and environmental education",completing the original classification.On this basis,a comparative study is conducted on the STSE education content in the surface and deep systems of the two sets of textbooks in China and the United States.The inductive summary method is used to summarize the comparative conclusions of the STSE education content in the two sets of textbooks in China and the United States.Based on this,a teaching strategy for comparing high school geography textbooks between China and the United States based on STSE education is proposed from three aspects:textbook use,classroom teaching,and teaching evaluation;Finally,the action research method is used to complete the teaching design according to the teaching strategy and provide guidance for the teaching practice based on STSE education.Due to the limited research on geography textbooks based on STSE,this study is expected to call on educators in the field of geography to focus on STSE education,provide effective reference for frontline teachers and educational theory researchers,and make certain contributions to the improvement of students’ core literacy in geography and the reform of teaching fields.