A Study On The Development Of High School Native Geography Curriculum Resources From The Perspective Of Human-Land Harmony

The General High School Geography Curriculum Standards(2017 Edition)pioneered the teaching concept of nurturing students’ core literacy,with human-earth harmony,one of the four core literacies,occupying a significant role in geography instruction.With the promotion of a new round of curriculum reform and the revision of new curriculum standards,several disciplines encourage the development of local and school-based curricula with the goal of achieving an effective mix of theory and practice.The education industry is progressively favoring vernacular geography as the closest geographic resource to students’ perceptual cognition.The incorporation of vernacular geography into the classroom can not only help to support teaching but also effectively implement core literacy in geography.Based on the theories of humanism,life education,contextual teaching and paradigm teaching,this paper combines literature research and questionnaire surveys to analyze the current situation and problems of the application of vernacular geography curriculum resources in high school geography teaching in Guilin;and it proposes strategies for the development and application of high school vernacular geography curriculum resources from the perspective of the harmonious view of people and place.Finally,a relevant teaching case of vernacular geography materials in Guilin is intended to serve as a model for the development and use of high school geography teaching resources.This study provides theoretical and practical recommendations for the effective development and utilization of vernacular geography curriculum resources in high school geography teaching,as well as fostering the cultivation of students’ views on human-earth harmony.The main research work and findings of this paper include the following:(1)An examination of the concept of human-earth harmony as well as related learning theories.The underlying meanings of the notions of vernacular geography and the harmonious vision of people and places are extended through extensive literature research,the characteristics of geography curriculum resources are explained,and applicable learning theories are identified.The preceding will serve as the theoretical foundation for our inquiry.(2)A discussion of the current status of vernacular geography curriculum resources and the issues that have arisen.Based on the literature review,the questionnaire is reasonably formulated in conjunction with the high school geography teaching situation in the region;the questionnaire results are analyzed,and the problems that exist in the application of the current vernacular geography curriculum resources in classroom teaching are proposed: First,there is a lack of comprehension of the fundamental geography literacy;second,there is a lack of use of vernacular geography teaching instances;and third,there is a general lack of teaching research among young instructors,the vast majority of whom do not grasp or have access to vernacular resources.Fourth,there is little guidance and incentive at the school level for the development of school-based curriculum incorporating vernacular geography materials.(3)A production of local geography curricular resources’ application methodologies and teaching principles.In response to the aforementioned issues,the principles and application strategies for the development of vernacular geography curriculum resources,namely typicality,vernacularness,and interestingness,are proposed using relevant learning theories and focusing on the human-earth coordination perspective.(4)An analysis of examples of the creation and use of local geography curriculum resources in Guilin.Combining natural and humanistic vernacular geography curricular resources in Guilin,two typical vernacular geography teaching cases are constructed,beginning with a geographical overview,typical climate,and tourism environment."Agricultural Location Factors and Changes-Using Guilin Satsuma Orange as an Example" "Major Environmental Problems Facing Humanity," with the goal of exploring the development and application of vernacular geography curriculum resources in high school from the perspective of human-land coordination,and providing a reference for high school geography teaching.The goal is to investigate the development and deployment of high school vernacular geography curriculum resources from the standpoint of human-earth harmony,as well as to provide a resource for high school geography teaching.