What are the basic concepts of middle school geography curriculum?

The Basic Idea of Geography Curriculum in Middle School

First, cultivate the necessary geographical literacy of future citizens.

(1) In the 1990s, international geography education attached importance to the cultivation of future citizens.

The 1990s witnessed great progress in international geography education. Paying attention to the cultivation of future citizens' geographical literacy is one of the new characteristics and trends of international geographical education reform in this period.

Since the mid-1980s, the global population, resources, environment and other issues have become increasingly prominent, and geography has shown great advantages in solving these problems. People began to re-examine the value of basic geography education, and finally realized that the main difficulties faced by human beings have a great relationship with geographical issues, such as population dynamics, food and famine, accelerated urbanization, economic differences, animal and plant extinction, deforestation, grassland degradation, soil erosion, desertification and natural disasters. Geography has a greater responsibility to understand and solve these problems, so as to build "a spacious earth, a rich earth, a clean earth and a safe earth". In this way, it is urgent for citizens to receive high-level geography education and improve students' geographical science literacy in order to meet the challenges of these difficulties and problems. Therefore, they are convinced that "geography can become a dynamic, useful and interesting subject in different levels of education, which will help to appreciate and understand the world for life". 1

1992, the international geographical union published the international charter of geographical education, which is a grand declaration of geography to the whole world with its own mission and responsibility. The preface says that "geography education is necessary to cultivate active and responsible citizens in the world today and in the future". The strategic charter clearly puts forward the macro development direction of geography education.

Cultivating citizens with a sense of responsibility and world outlook has become a new educational concept recognized by the international community. In this respect, geography education plays an irreplaceable role in other disciplines.

(B) the connotation and extension of geographical literacy

Geographical literacy is an organic composition and comprehensive reflection of geographical knowledge, geographical skills, geographical ability, geographical consciousness and geographical emotion acquired by a person through training and practice. Geographical literacy is internalized as recessive quality, which is manifested as concrete behavior. Geographical literacy is not only conducive to geographical learning, but also directly contributes to the analysis of geographical problems, which will not only have a beneficial impact on students' subsequent higher education, but also have a beneficial impact on their future career. The International Charter of Geography Education states: "Almost all disciplines-economics, politics, law, technology or other disciplines-are influenced by international and environmental aspects. Therefore, students studying these subjects must have geographical literacy. Future experts, such as international affairs experts or environmental protection experts, must accept two particularly in-depth geographical studies. "

Geographical knowledge: declarative and principled geographical knowledge.

Geographical skills: observation skills, experimental production skills and skills related to reading, analyzing and drawing geographical charts.

Geographical ability: geographical learning ability, practical ability, survival ability and innovation ability.

Geographical awareness: spatial awareness, environmental awareness, global awareness, etc.

Regional feelings: learning interest, cultural sentiment, aesthetic taste, etc.

Second, to meet the different geographical learning needs of students

1 Geographical Education Committee of the International Geographical Union, Feng. : International Charter of Geography Education. Journal of Geography, July, 1993, Vol.48, No.4. ..

(A) Different students have different geography learning needs.

1. Pay attention to the geography of life

(1) Understand the living environment.

(2) adapt to the living environment.

(3) Protect the living environment.

(4) Enjoy the living environment.

2. Culture-oriented geography

The "cultural geography" referred to here is different from the "human geography", which refers to the geographical learning based on the functional level of geographical knowledge and geographical skills. People often regard "knowing astronomy above and geography below" as a symbol of a "cultural person", and the study of geography as a cultural communication mainly focuses on the improvement of students' cultural literacy.

3. Geography with emphasis on science

This kind of geography study focuses on the level of discipline development.

(B) the establishment of diversified and selective senior high school geography curriculum

In order to meet the different geography learning needs of different students, the new geography curriculum has developed three compulsory courses and seven elective courses.

On this basis, according to the characteristics of local economic, social and cultural development and students' different geographical learning needs, we can further develop "local" courses and "school-based" courses that are compatible with high school geography education.

At the same time, using the time and space of "comprehensive practical activities" course in senior high school, we will carry out "hand in hand" research-based learning activities in geography and related disciplines. You can also set up a geography learning interest group to meet the geography learning needs of some spare students.

Third, pay attention to the exploration of geographical issues.

(A) improve the quality of teachers' questions.

Asking questions should conform to the enlightening principle. This principle is based on the recognition that students' learning process is a relatively independent and objective process. Students' learning process must go through their own positive thinking activities. Therefore, enlightening questions can fully mobilize students' learning consciousness and enthusiasm, guide students to study actively, master knowledge comprehensively, and improve students' ability to analyze and solve problems. Enlightening geographical problems should include the contradictory relationship of the unity of opposites of geographical things. Various geographical things and phenomena, in the process of their occurrence and development, are both opposite and unified. If we grasp this relationship well in questioning, we can cultivate students to understand and master this law, which is conducive to enabling students to acquire correct geographical knowledge. In addition, questions should be asked from shallow to deep, step by step; Asking questions should be difficult and moderate; Ask questions as interestingly as possible.

(2) Cultivate students' ability to ask questions.

1. Establish a democratic and equal relationship between teachers and students, and let students dare to ask questions.

2. Create question situations to stimulate students' thinking and make them want to ask questions.

3. Pay attention to thinking process and methods, and teach students to ask questions.

4. Extend the classroom teaching outside the school and strengthen students' awareness of "problems".

(C) to carry out various types of discussion activities

1. Thematic discussion

2. Thinking practice discussion

Task-based discussion

4. Reflective discussion

Fourthly, it emphasizes the application of information technology in geography learning.

(1) Fully consider the influence of information technology on geography teaching.

Geography teaching is very suitable for computer technology and internet methods to engage in computer-aided teaching activities. With the development of computer software and hardware, it is considered that it is the best time to advocate the establishment of geography learning environment based on information technology when the new curriculum GIS teaching content is about to be implemented. The computerization and networking of geography teaching can have the following positive effects:

1. Get rich network resources quickly.

The information, data and software stored in a large number of computers are constantly expanded and updated on the network every day, which constitutes the largest resource pool in the world today. Geography teaching resources on the network include virtual geography library, remote sensing images and maps, academic institutions, electronic publications, electronic forums, GIS software and online education. Although these materials are not all correct and available, many of them are built by experts who are most familiar with local time and space affairs all over the world, and they are of great reference. If we can make good use of network resources in geography teaching, we can not only conveniently present many visual materials such as pictures, movies and virtual reality, but also further obtain statistical data, and quickly understand various spatial phenomena through various systems such as geographic information systems.

2. The change of geographical learning focus and the cultivation of geographical information literacy.

Guide students not only to learn necessary knowledge, but also to cultivate the ability to analyze geographical data, ask geographical questions and answer geographical questions, thus forming a correct geographical view. In particular, it is necessary to cultivate students' information technology and information literacy (including the ability to collect, organize, identify, explain, apply, communicate and publish information, etc.). ), as some geography teachers said: "Geography knowledge changes with each passing day, and it will never be finished. It is very important for students to form information literacy to acquire geographical knowledge, which will be beneficial to students' lifelong learning. "And network geography teaching can effectively cooperate with the training and cultivation of this basic ability. Learners control part of the learning content and progress by themselves, and encourage students to discuss, think and debate through the cooperative learning mode of students' division of labor and cooperation, so as to increase the interaction and communication between students. In the end, because different students get different opinions and conclusions, they inspire each other and grow together. In other words, the rise of network teaching provides diverse learning environments for different students, and changes passive learning of geography knowledge into active methods of acquiring geography knowledge, mastering geography skills, and learning geography learning and research. In the network-assisted learning environment, the concept of hyperfile connection and the specialty of leaping learning can satisfy learners' autonomous learning, active construction and nonlinear exploration, thus driving constructivism and other new online learning theories to gradually become mainstream ideas, among which problem-oriented learning and cooperative learning are highly valued. In the process of learning, cognition, emotion and skills are indispensable, so we should pay more attention to the learning field of emotion and skills through online teaching. This way of learning, which allows students to collect information, operate and solve problems by themselves, will help to cultivate students' comprehensive ability to analyze complex affairs.

3. The change of teachers' role

Although online teaching emphasizes that learners have the right to control and actively learn the methods of exploring knowledge, this does not mean that teachers have lost their role. In the information age, the status of teachers has not been reduced, but they have become professional instructors on the internet. Teachers will evaluate whether the teaching objectives meet their own learning conditions and whether the teaching activities are appropriate. Therefore, the teacher just changed from a simple knowledge disseminator to a learning promoter, and participated in activities with students to acquire new knowledge. With the development of global information network, the development of Internet is the most noticeable. From the early text interface to the combination of multimedia display, database and interactive interface, using the network to change people's communication mode is gradually affecting human spiritual life and material life. The multimedia interface of the network is regarded as a teaching weapon to improve students' interest in learning. The interactive and diversified resources and discussions and opinions provided by the network can help teachers correct the "centralized teaching mode". Through the application of multimedia technology in teaching, teachers can better guide students and make them the masters of their own learning.

4. Cultivation of international vision and practice of scientific and technological integration

With the interpretation of the times, the barriers of national boundaries and distances have been greatly reduced, and international interaction has increased day by day. It is difficult for anyone living on the earth to make self-determination outside international affairs. Therefore, it is necessary to know and discuss international affairs at any time through convenient electronic information, which is also an important part of geography education. With the promotion of local awareness, the rapid increase of local information on the Internet can enable students to know more about their local environment, 3

Establish awareness and recognition of the local environment.

5. Break through time and space barriers and provide personalized learning environment.

When analyzing the causes of students' learning difficulties, some scholars point out that teachers often encounter great resistance in the teaching process, which makes students unable to adjust teaching materials to meet the individual differences of students. However, adapting to students' individual differences is the only effective way to prevent learning difficulties. Network-assisted instruction is superior to traditional computer-assisted instruction because it can provide two-way dialogue and interaction, cooperative learning and free conversion of individual learning situations. Besides the interaction between teachers and students, multimedia computer-aided teaching can also design interactive media. Its advantage is that it can make learners actively participate in learning and suit learners' needs and personal learning speed.

(2) Attach great importance to the construction of multimedia network geography classrooms.

The high school geography curriculum standard regards the construction of modern geography special classroom as the necessary hardware for curriculum reform and modernization of geography basic education. The role of modern geography classroom in geography teaching can be seen, and it has become an important carrier of the integration of modern educational technology and geography. This modern geography classroom introduces computer and network technology into geography classroom, so it can be defined as multimedia network geography classroom. Multimedia network teaching system usually refers to a teaching system that organically combines multimedia technology and network technology, and on the basis of ordinary teaching network (generally 20 ~ 60 computers), realizes the connection between teachers' computers and students' computers through audio and video playback equipment, transmission cards, signal transmission lines, control components, microphones and other equipment, realizes the real-time interactive switching of pictures and sounds between computers, and has various auxiliary teaching management functions. According to the characteristics of geography subject, the teaching system is organically combined with the construction of geography professional classroom, and a modern geography professional classroom-multimedia network geography professional classroom is constructed.

The software and hardware investment of multimedia network geography special classroom is large. After completion, it should not only have the function of demonstrating computer-aided geography teaching (CAIG), but also meet the needs of network CAIG. It can be used not only as a classroom for geography teaching, but also as a place for extracurricular activities in geography; It can not only meet the needs of geography compulsory courses, but also meet the needs of geography elective courses and geography research learning activities, so as to better play its situational function, demonstration teaching function and demonstration teaching function. In order to realize the above functions, it is necessary to scientifically divide the geography classroom, which should generally be divided into: teaching demonstration area, student activity area, teaching display area, information display area, achievement release area, teaching management area, teaching preparation area and so on. , thus making the efficiency of geography classroom more significant.

Fifth, pay attention to the combination of process evaluation and result evaluation.

(A) to achieve diversification of geography learning evaluation

1. Diversified evaluation target of geography learning.

The National Geography Curriculum Standard of the United States puts forward various goals when evaluating students' geography learning achievements, paying special attention to making students' application of geography knowledge conform to the real life situation, and taking it as the basis of lifelong learning. Each standard has practical significance, which encourages students to know and understand geographical concepts and make life decisions by using geographical inquiry skills. As the core course of the school, students should aim at demonstrating their learning behavior ability, including: memorizing the contents related to nature in geography; Understand the rich and diverse characteristics of people, land and environment; Explain maps, globes and other geographical tools and technologies, such as statistical maps, charts, aerial photos and satellite images; Understanding space and spatial relationship is the basic component of human interdependence in local, regional and global scope; Understand the spatial relationship between man and environment; Distinguish between facts and opinions; Distinguish the relevant and irrelevant information between reference data and data; Obtaining geographic information through different data sources (including print and electronic media); Solve problems systematically by geographical methods; Wait a minute.

In addition, the national geography curriculum standard of the United States also defines the geographical ability of each grade, and shows the accumulation and spiral of geography learning. For example, students who have completed geography education in senior high school (/kloc-grade 0/2) should have the following abilities and qualities: proficient in geography textbooks; Understand the essence of geography-space and its relationship; Appropriate use of geographical vocabulary in oral, written and graphic communication; Can use more skills to obtain and publish information; Apply geographical principles to real life; Recognize how the three parts of geography are interrelated; Understand the changes of natural and human environment and explain the interaction between natural and human environment; Understand the concept of global interdependence; Understanding "region" can be used as the concept of integration principle.

The above practice of the United States is worth learning. With the popularization of the new curriculum in China, people's evaluation goal of geography learning is 4.

Understanding has gone out of the narrow alley, and the practice of taking "double basics" as the ultimate goal while ignoring geographical ability, geographical consciousness and geographical emotion has been widely questioned. The evaluation goal put forward by the geography curriculum standard (experiment) in senior high schools in China is expressed from three dimensions: knowledge and skills, process and method, emotion, attitude and values, and it is an organic whole in the implementation process.

2. Diversified evaluation forms of geography learning.

Various evaluation methods can aim at different geography learning tasks and students of different levels, and play a good role in understanding students' learning situation in time and promoting and encouraging geography learning. Conventional geography learning evaluation includes: written test, observation, conversation, investigation, etc. According to the evaluation subjects, the evaluation of geography learning includes: teacher evaluation (most of the above conventional evaluations belong to teacher evaluation), student self-evaluation, peer evaluation and parent participation. According to the classification of learning content, it can be divided into "double-base" geography learning evaluation, inquiry geography learning evaluation, task-based geography learning evaluation, experiential geography learning evaluation and expression geography learning evaluation. On-site evaluation of geography learning includes classroom learning evaluation, field investigation evaluation, and evaluation of network information activities. Considering the learning results, the forms of geography learning evaluation are even more dazzling: geography wall newspaper, geography paper, geography photography, geography video, geography specimens, geography learning tools and so on.

(2) Emphasize the three "combinations" of geography learning evaluation.

1. Combining formative evaluation with summative evaluation

Generalized formative evaluation refers to the systematic evaluation in order to obtain the feedback information needed for revision and improvement during the preparation and experiment of new educational projects, plans and courses. Bloom, an American educator, applied formative assessment to the teaching process, giving it a narrow concept, that is, in the teaching process, in order to obtain feedback information about teaching, improve teaching and enable students to master what they have learned, that is, to promote students to master what they have not yet mastered. Formative evaluation in a narrow sense is generally conducted by formative testing at the end of each unit teaching. Through formative assessment, both teachers and students can get useful feedback in the process of teaching and learning. Formative evaluation is a kind of process evaluation, which is carried out in the form of questions, tests and oral answers. , and constantly clarify the degree to which the evaluation object achieves the ultimate goal in teaching. Through multi-channel and multi-faceted feedback information, the problems and defects of the evaluation object in the learning process can be found in time, so as to correct and adjust the teaching activities at any time. In the daily geography education and teaching activities, formative evaluation is always accompanied by the education and teaching process. As a teacher, the question that needs to be paid attention to is often: which teaching contents are basically mastered by students? What teaching contents are ambiguous and not mastered by students? Which students still have difficulties in learning and need targeted counseling? Only in this way can we accurately grasp the students' learning dynamics and guide them in time. Formative evaluation has the functions of feedback, reinforcement, improvement and encouragement.

In a narrow sense, summative evaluation refers to the comprehensive evaluation of students' learning effects and achievements at the end of an important part of a subject or the whole teaching. It can be said that summative evaluation is a result-oriented evaluation, which is universal, comprehensive and irreversible.

In view of their characteristics and functions, students should be organically combined. This combination actually embodies the combination of process evaluation and result evaluation. At present, there is a one-sided saying: "the evaluation of the result of changing weights is the evaluation of the process." In this way, it seems that the "result" is not important. It is also important to know "achievements", because today's achievements are by no means the result of "double basics", but the embodiment of comprehensive quality. It is necessary to absorb the advantages and disadvantages of the two evaluations, evaluate them in the process, and promote learning and approach the "result" in the evaluation; End evaluation, measure achievements in evaluation, and look back at the "process".

2. Combination of qualitative evaluation and quantitative evaluation

Quantitative evaluation is often reflected in the "numerical value" of students' learning results, which provides a "ruler" for whether students have made progress in learning and whether there is a gap between students. However, the "score" is influenced and interfered by many factors, and sometimes it can't fully reflect the real level of students' learning. The illusion of scores will cover up some tendencies that are easy to be ignored. Therefore, it is not good for students to keep a clear head or a good learning attitude by excessively strengthening "scores". Therefore, it is necessary to combine quantitative evaluation with qualitative evaluation. The so-called qualitative evaluation is to make a descriptive evaluation of students' learning with appropriate words through observation and analysis. In contrast, this evaluation is much more difficult than scoring. Right 5

Qualitative evaluation of students' geography learning, in addition to the evaluation of the degree of knowledge mastery, can also start from the following aspects:

(1) Evaluation of students' participation in teaching. Teaching and learning are the two most important and basic activities in teaching practice. Teaching activities are two-way, on the one hand, teachers teach, on the other hand, students learn. Bruner believes that modern teaching method is a kind of "teacher-student cooperation" method. Therefore, it is particularly important for students to participate in geography classroom teaching. In addition to classroom teaching, geography movies, videos, extracurricular reading materials and local geography textbooks will also be important aspects of teaching content. It is an important form of teaching activities to combine geographical investigation activities such as visits with classroom teaching. Therefore, students' extracurricular participation should also be evaluated.

Evaluation requirements of student participation

Content requirements

Classroom participation

Take the initiative to ask questions around the theme

Positive thinking and participation consciousness in the learning process.

Take an active part in class discussion and express your opinions.

Participate in the collection, summary or exchange of information.

Seriously treat and complete extracurricular participation in classroom assignments.

After class, refer to the materials around the theme.

Can finish homework carefully.

Have the skills of practice, observation and interview.

Take the initiative to review and attend class with questions.

Write papers and reports, edit geographical tabloids.

(2) Evaluation of students' questioning activities. Questioning and seeking differences often reflects students' literacy in learning participation, active thinking and recognition of innovation and change, and the accumulation of these literacy is extremely important for the cultivation of citizens' quality and national quality.

Students question the evaluation requirements of seeking differences.

Content requirements

Quality and quantity of questions

Coordination of difficult and difficult problems

The spirit of active exploration and questioning

The courage of multi-dimensional thinking and seeking differences

Diversification of questioning methods

Divergent thinking, unique imagination and originality in asking questions.

A clever way to deal with problems

Colorful imagination and fantasy.

Humorous and creative.

Ability to express acquired knowledge in new forms.

Have the flexibility to deal with complex problems.

(3) Evaluation of students' inquiry level. The level of students' exploration of geographical problems is mainly reflected in the sensitivity of finding problems, the difference of analyzing problems, the diversity of hypotheses, the uniqueness of hypothesis testing and the novelty of expression of results.

Evaluation requirements of students' participation in inquiry activities

The content requires exploring the depth and breadth of practical activities.

Respect the individuality and unity of all people.

Creativity of theme design of project practice activities

Flexibility in the implementation of project practice activities

The combination of independent consciousness and cooperative spirit

The direct experience of exploration in practical activities

The wide application of multimedia means and the sensitivity to practical activities.

Diversity of attitudes and procedures to participate in practical activities

Sorting and analyzing personal experience, looking for differences.

The novelty of performance and display results.

Extensive collection and use of objective data

Diversity of test hypotheses

3. The combination of reflective evaluation and encouraging evaluation

In the process of students' subjective evaluation, students should be guided to carry out self-reflection and introspection activities. Specifically, it is through the "narration" or "anatomy" of homework and the "analysis" of cases that problems and gaps in learning are consciously discovered. At the same time, we should be good at developing students' advantages in geography learning, encouraging them to make progress bit by bit, and letting them see their inner potential and development direction. Students can generate a sense of pleasure and accomplishment through the report of learning achievements and the exhibition of geographical works, and constantly motivate themselves to climb new learning peaks.