A Comparison Study On Senior High Schoolgeography Textbook Of Chinaand Japan

The promulgation of the new curriculum standards in both countries marks a new phase of basic education curriculum reform in China and Japan in January and March2018.Therefore,a comparative study of the compulsory high school geography textbook“Geography 1” and “Geography 2” published by China Map Press in 2019 and the "Geography Comprehensive" textbook for high school geography published by Tokyo Book Press in 2022 can broaden the comparative research horizons of geography education researchers and provide front-line geography teachers with some new perspectives on the use of the Chinese version of the textbook.Firstly,this study uses literature analysis to sort out relevant researches at home and abroad,summarizes the current research status at home and abroad,and determines the significance of the research.Based on the social background of the revision of geography curriculum standards in the two countries,this paper makes a comparative analysis of the framework,curriculum objectives,curriculum content and structure of geography curriculum standards in the two countries.By means of statistical analysis and comparative research,the surface system(text,image and homework systems)and deep system(geographical knowledge,geographical intelligence and geographical ideological education systems)of geography textbooks in the two countries are compared and analyzed.In terms of the surface system of the textbooks:Compare text systems from three aspects: teaching guidelines,text content of textbooks,and teaching aids;The image system is compared from four aspects: image quantity,image type,image presentation and image design.The homework system is compared from the two aspects of homework display columns and characteristics as well as the number and type of homework columns.In terms of the deep system of the textbooks,the author makes a comparative analysis of the geography knowledge system by combining the chapter knowledge system and the curriculum content in the geography textbooks of the two countries.The geographic intelligence system is compared and analyzed from three aspects: first level ability,second level ability and third level ability;Through moral education and aesthetic education two aspects of geographical ideological education system comparative analysis.Finally,based on the findings of the comparative study,this thesis makes several pedagogical recommendations: Analyzing the characteristics of the materials and using them appropriately;Expanding teaching resources based on the content of teaching materials;Connect what has been learned and mobilize students thinking;Increasing the number of images and balancing the types of images;Enriching forms of inquiry and increasing practical content;Emphasis on the "two-tier" system to perform a combination of functions.The above suggestions are combined with the integration of high quality teaching resources and the design of teaching cases in the context of "earthquakes and their avoidance",which is expected to provide some teaching references for secondary school geography teachers.