Research On The Integration Of The Content Of The Fourth Edition Of High School Geography New Textbook Based On Micro-Analysis

The "General High School Geography Curriculum Standards(2017 Edition)",officially promulgated by the Ministry of Education in 2018,emphasizes that education should be aimed to "moral cultivation",and the core literacy and academic quality level of the geography subject are proposed,marking the curriculum reform in-depth propulsion.With the introduction of the new curriculum standards,four editions of mainstream high school geography textbooks have been successively updated and put into use in Chinese Mainland in 2019.Namely,the People’s Education Edition(People’s Education Press),the Hunan Education Edition(Hunan Education Publishing House),the Lu Teaching Edition Textbooks(Shandong Education Press)and the China Map Edition Textbooks(China Map Publishing House).The compilation of the fourth editions of the new high school geography textbooks was based on the geography curriculum standards,aiming to cultivate students’ core literacy.However,since the fourth editions of the new textbooks were compiled by experts from different regions,the framework structure or content of them were all unique.Therefore,establishing a new teaching concept,in-depth analysis of the four editions of the new high school geography textbooks,learning from each other’s strengths and making up for the shortcomings,and creatively using the four editions of the new geography textbooks have important guiding significance for high school geography teaching.Based on the theory of constructivism,Ausubel’s theory of cognitive assimilation learning,and the theory of geography curriculum and teaching materials,this paper sorted out the research status at home and abroad through the literature research method,and clarified the research content,methods and ideas.Combined with other scholars’ research and related theories,the relevant concepts of this study were defined,and a framework for micro-analysis of geography textbooks was constructed.From four aspects,the relevant chapters of "Industrial Location Selection" in the fourth edition of the new high school geography textbook were compared and analyzed.In terms of knowledge structure,the chapters of the four editions of the new high school geography textbooks all reflect the requirements of the general high school geography curriculum standards,but different editions have their own characteristics.In terms of presentation structure,the four editions of textbooks all attach importance to the use of different types of pictures and activities.In terms of internal connection,the logical structures of the four editions of textbooks are different.The People’s Education Edition focuses on thinking about problems from the perspective of development and change.The Hunan Education Edition has two knowledge lines,and the China Map Edition is highly systematic.In terms of the composition of ability and literacy,the four editions of textbooks all focus on the cultivation of students’ geographic ability and core literacy.Based on the above micro-analysis of the four editions of the new high school geography textbooks,this paper expounded the principles that should be followed for the content integration of geography textbooks,and proposed the methods for integrating the contents of different geography textbooks.The teaching contents of "Location factors and changes of service industry" were integrated and displayed based on the micro-analysis of the four edition textbooks,in order to optimize the high school geography classroom teaching and improve the teaching quality.