A Comparative Study On The Structure Of Five Editions Of High School Geography Textbooks Based On ISM Method

With the promulgation of the new curriculum,according to the new curriculum,the Hunan Education Edition,Hunan Education Edition,Lujiao Edition,Mid-Figure Edition,and Mid-map Chinese version of high school geographic textbooks came into being,and began to use them throughout the country.The emergence of new curriculum standards and new textbooks requires teachers to analyze the textbooks again.Based on the characteristics of each version of the textbooks,integrate teaching resources and flexibly use textbooks to better cultivate the core literacy of students’ geographical disciplines and achieve the Education goals.This study is based on the analysis of teaching materials,comparison of textbooks,and research status and theoretical based on ISM analysis textbooks,this study conducts feasibility analysis of the textbooks of ISM laws,and explores the operating process of the ISM method analysis of the teaching materials,including the principle of formulating the extraction of intellectual element;clarifying the conditions determined by the formation of the relationship;Expression;write the Matlab program to achieve the calculation of matrix conversion and hierarchical relationship;determine the drawing method of the level of graph;and finally check the reliability of the research process.On the basis of following the operating process of the textbooks of the ISM method and strictly comparing the requirements of the "new curriculum standard" content,the content analysis method and expert consultation method are used to build the level of the "Earth evolution" level of the five editions of textbooks.Compared with the three aspects of the three aspects of the five edition teaching materials level in the three aspects of knowledge factor extraction,the selection of starting nodes,and the logical relationship between intellectual factors,the following conclusions are obtained:The total amount of the content of the five editions "Earth Evolution" is not much different from the extraction of the knowledge factor.Among them,the number of knowledge elements in the Shanghai version is the largest,the number of knowledge elements of human education editions,and the selection of individual elements is different.The same;the five editions of textbooks are discussed in the ancient generation,the middle and the new generations as an important geological age,but there are differences in the division of the geological age.The middle picture version and the Shanghai version use the "five-point method".In terms of the selection of starting elements and node elements,the edition of the human education version and the Xiangjiao version of the textbooks are single-node element structure.There are more element structures.The five editions of textbooks have chosen"Poto Words" as the starting element and logical starting point of the content of the textbook,and choose "Earth Evolution" as the nodes and the highest-level goals of the content of the textbook.In terms of logical relationship between knowledge factor,the number of pavement concepts of the introduction of "geological year representatives" is the least,and the number of editions of human education is the most.→ Earth Evolution "as the main line of knowledge;of which human education version,Xiangjiao edition,medium picture version and Shanghai version of the textbook are" one mirror to the end ",that is,the main body of the knowledge structure diagram of the textbook is only the main line of knowledge;In addition to the main line of knowledge,there are "flat lines" and "timelines" that are developed by the evolutionary project.Finally,combined with the characteristics of the five editions of textbooks,related teaching suggestions are proposed.The ISM method is applied to the comparative analysis of geography textbooks,which has its unique advantages under the current situation of "one specimen and multiple copies",which can bring together the rich experience of multiple teachers,visualize and present subjective thinking,facilitate the comparative research of the same content of multiple versions of textbooks,promote the scientific evaluation and application of geography textbooks,and guide the teaching logic and design of geography teachers.