What are the requirements for China’s eighth-grade geography curriculum standards?

"New Geography Curriculum Standards for Junior High Schools"

Part One 1. Background In today's world, population, resources, and environmental problems are becoming increasingly prominent, and the development gap between the North and the South is expanding. In a multi-polar and multi-polar world, In the twists and turns of economic globalization, peace and development remain the themes of the times. In our country, we must adhere to the implementation of sustainable development strategies, promote coordination and harmony between man and nature, improve the ecological environment, enhance the vitality of regional economic development, and accelerate the modernization process. All these pose challenges to geography curriculum reform and new topics to be explored. Paying attention to global issues and the development issues faced by our country in the new century, it is an urgent task to build geography courses that meet the requirements of the times. The rapid development of information technology, the widespread application of global positioning systems, earth observation systems, geographical information systems, and the establishment of the concept of digital earth have injected vitality into the innovation of geography courses. Comprehensively promoting quality education requires that geography curriculum reform must transform the "subject-based" and "knowledge-centered" educational concepts, focus on students' comprehensive and lifelong development, and combine the characteristics of the geography discipline to create courses that help students learn independently and actively explore. Learning contexts for geographical issues.

2. Nature of the course (7-9'GEO'1.2) Geography is the science that studies the geographical environment and the relationship between human activities and the geographical environment. It has two distinctive features: first, comprehensiveness. The geographical environment is composed of the atmosphere, hydrosphere, lithosphere, biosphere and human wisdom circle. It is a complex system composed of various natural and human phenomena on the earth's surface. Therefore, geography is a comprehensive science that has both the nature of natural science and the nature of social science. Second, regionality. Geography not only studies the spatial distribution and spatial structure of geographical things, but also elucidates the spatial differences and spatial connections of geographical things, and is committed to revealing the spatial movement and spatial change laws of geographical things. Geography is an ancient and young science that occupies an important position in the modern scientific system and plays an important role in solving contemporary problems of population, resources, environment and development. Geography course is a compulsory course for students in the compulsory education stage to understand the geographical environment, form geographical skills and sustainable development concepts. It has the nature of both social subjects and natural subjects.

3. Basic Concepts (7-9'GEO'1.3) 1. Learn geography that is useful for life. Geography courses should provide students with geographical knowledge that is closely related to their lives and the world around them, focusing on basic geographical knowledge and skills to enhance students' survivability. (7-9'GEO'1.3.1)　2. Learn geography useful for lifelong development. Reflect the global change situation and highlight population, resources, environment and regional differences, land remediation, global change, sustainable development and other contents. Make the content learned not only useful for students' current life and study, but also for their lifelong learning and development. (7-9'GEO'1.3.2)　3. Change the way of geography learning. Teaching content should be arranged according to students' psychological development rules and related to reality, guide students to start from real-life experiences and experiences, stimulate students' interest in geographical issues, cultivate geographical learning abilities, encourage active exploration, and enable students to understand the functions and functions of geographical knowledge value and form an attitude of active learning. (7-9'GEO'1.3.3) 4. Construct an open geography course. Geography courses must pay full attention to the development and utilization of off-campus course resources, forming an open course with close ties between schools, society and families, and sharing of educational resources, thereby broadening the learning space and meeting diverse learning needs. (7-9'GEO'1.3.4)　5. Construct a geography curriculum based on modern information technology. In the selection of course content, the reform of teaching methods and teaching evaluation, the impact of modern information technology must be fully considered to create a suitable environment for the development of students' independent learning awareness and ability. (7-9'GEO'1.3.5)　6. Establish an evaluation mechanism that pays equal attention to learning results and learning process. The evaluation of geography learning should focus not only on the learning results, but also on the learning process, as well as changes in emotions, attitudes, and behaviors. Achieve diversification of evaluation goals, diversification of evaluation methods, simultaneous use of formative evaluation and summative evaluation, combination of qualitative evaluation and quantitative evaluation, and create an incentive evaluation mechanism that "discovers shining points" and "encourages self-confidence". (7-9'GEO'1.3.6)

IV. Design Ideas (7-9'GEO'1.4) The geography curriculum for grades 1.7 to 9 is an integral part of the basic education geography curriculum system. Geography courses for grades 7 to 9 focus on regional geography and do not, in principle, involve deeper causes. (7-9'GEO'1.4.1) The geography curriculum for grades 2.7 to 9 is divided into four parts: Earth and Maps, World Geography, Chinese Geography, and Rural Geography. In order to reflect the flexibility and selectivity of geography courses, the curriculum standards do not stipulate the order of learning. Textbook writers and geography teachers can choose the order in which textbooks are written and taught. For example, Chinese geography can be taught first, or world geography can be taught first; the knowledge of "Earth and Maps" can be learned in a centralized manner or in a decentralized manner. (7-9'GEO'1.4.2) 3. Geographic elements are listed separately or combined with regional geography.

For example, the natural part of world geography only lists climate, and terrain, natural resources, etc. are no longer listed separately, but are placed in the study of regions and countries to reduce the level and difficulty of the content. Whether it is Chinese geography or world geography, the content of departmental geography is greatly reduced, and the focus is on content that can explain geographical issues and achieve regional geography teaching goals. (7-9'GEO'1.4.3) 4. The division part of world geography and Chinese geography only lists the basic geographical elements of the region and the basic knowledge and basic skills that must be mastered to learn regional geography, as well as the number of required regions. It no longer stipulates which areas must be learned. The division and selection of specific areas are determined by textbook writers and teachers to enhance the openness and flexibility of the course. For example, this "Standard" stipulates that at least one continent, five regions and five countries must be selected from around the world to compile teaching materials and organize teaching. Textbook writers and teachers can choose Africa (continent), South Asia (region), the United Kingdom ( country), etc. You can also choose other continents, regions, and countries. (7-9'GEO'1.4.4) 5. Promote rural geography as a carrier of comprehensive learning. Students can collect materials around them and use the geographical knowledge and skills they have mastered to carry out exploratory practical activities centered on environment and development issues. (7-9'GEO'1.4.5) Part 2 Curriculum Objectives (7-9'GEO'2)

Through the implementation of geography courses for grades 7 to 9, students can learn about the earth and maps, Basic knowledge of world geography, Chinese geography and rural geography, understanding of environment and development issues; acquisition of basic geographical skills and geographical learning abilities; enabling students to have preliminary geographical scientific literacy and humanistic literacy, develop patriotism, and form a preliminary global awareness and sustainability concepts.

1. Knowledge and skills (7-9'GEO'2.1) 1. Master the basic knowledge of the earth and learn the basic skills of using the globe; master the basic skills of reading and using maps and geographical charts, and initially learn Basic skills such as simple geographical observation, survey statistics and the use of other means to obtain geographical information. (7-9'GEO'2.1.1) 2. Be able to preliminarily explain the role of topography, climate and other natural geographical elements in the formation of the geographical environment, as well as their impact on human activities; preliminarily understand regional differences in population, economic and cultural development, and the basic laws and trends of development and change. (7-9'GEO'2.1.2) 3. Understand the geographical overview of the world, China and hometown, and understand the connection between China and the world; initially learn to summarize the geographical characteristics of a country or a region based on its geographical information. (7-9'GEO'2.1.3) 4. Understand the major issues facing human beings such as population, resources, environment and development, and have a preliminary understanding of the relationship between the environment and human activities. (7-9'GEO'2.1.4)

2. Process and method (7-9'GEO'2.2) 1. Perceive the geographical things around you through various ways and form a geographical representation; preliminary Learn to form geographical concepts based on the collected geographical information through comparison, abstraction, generalization and other thinking processes, and then understand the basic laws of the distribution, development and change of geographical things. (7-9'GEO'2.2.1) 2. Try to use the acquired geographical concepts and basic geographical principles to analyze and make judgments on geographical things. (7-9'GEO'2.2.2) 3. Try to discover geographical problems from study and life, propose ideas for inquiry, collect relevant information, use relevant knowledge and methods, and put forward opinions or ideas for solving problems. (7-9'GEO'2.2.3) 4. Use appropriate methods and means to express your own learning experience, opinions and results, and communicate with others. (7-9'GEO'2.2.4)

3. Emotions, attitudes and values ??(7-9'GEO'2.3) 1. Initial formation of curiosity about geography and interest in learning geography. Develop a truth-seeking and realistic scientific attitude and geographical aesthetic taste. (7-9'GEO'2.3.1) 2. Care about the environment and development of your hometown, care about our country's basic geographical conditions, and enhance your love for your hometown and motherland. (7-9'GEO'2.3.2) 3. Respect the cultures and traditions of different countries, enhance national self-esteem and self-confidence, understand the value of international cooperation, and initially form global awareness. (7-9'GEO'2.3.3) 4. Enhance awareness of environmental and resource protection and legal awareness, initially form the concept of sustainable development, and gradually develop behavioral habits of caring for and protecting the environment. (7-9'GEO'2.3.4)

Part Three Content Objectives (7-9'GEO'3)

The overall structure of the content standard is described as follows: (1) Content standards consist of standards, activity recommendations, and other parts. (2) "Standards" are the basic requirements that students must meet when studying geography courses, stated in the form of behavioral goals. (3) "Activity Suggestions" are reference suggestions for carrying out teaching activities. (4) "Explanation" is a further explanation of certain issues in the standard.

The basic structure of the geography curriculum (grades 7 to 9) content standards is shown in the figure below: 1. Earth and Maps (7-9'GEO'3.1) (1) Earth and Globes (7-9'GEO'3.1.1) < /p>

Standard Activity Suggestions

1. The shape, size and movement of the Earth (7-9'GEO'3.1.1.1)

●Provide evidence that the Earth is a sphere . (7-9'GEO'3.1.1.1.1)

●Describe the size of the Earth in terms of mean radius, equatorial circumference and surface area. (7-9'GEO'3.1.1.1.2)

●Use facts to explain the earth's rotation, revolution and the resulting geographical phenomena (7-9'GEO'3.1.1.1.3)

2. Globe (7-9'GEO'3.1.1.2)

●Use the globe to tell the divisions of longitude and latitude, longitude and latitude. (7-9'GEO'3.1.1.2.1)

●Use the graticule to determine the location of any location. (7-9'GEO'3.1.1.2.2) ●Make a simple globe model using table tennis balls or other materials.

●Use a globe to demonstrate the rotation and revolution of the earth.

●Compare the length of shadows of objects under noon sunlight in different seasons.

Instructions: ●The item "Presenting evidence to prove that the earth is a sphere" aims to enable students to receive relevant scientific history education through the study of this content.

(2) Maps (7-9'GEO'3.1.2)

Standard Activity Suggestions

●Use maps to identify directions, measure distances, and estimate Altitude and relative altitude. (7-9'GEO'3.1.2.1)

●Identify peaks, ridges, valleys, etc. on contour topographic maps. (7-9'GEO'3.1.2.2)

●Identify the five main terrain types on topographic maps. (7-9'GEO'3.1.2.3)

●Choose commonly used maps according to your needs, find the required geographical information, and develop the habit of using maps in your daily life. (7-9'GEO'3.1.2.4)

●Understand the uses of electronic maps, remote sensing images, etc. in production and life. (7-9'GEO'3.1.2.5) ●Use foam plastic, sand, etc. to create terrain models.

●Conduct on-site surveys and draw floor plans of small areas such as campuses and communities.

●Organize a "treasure hunt" using maps, directional marches and other activities.

●Find a place name on the map and choose the best transportation route to the place.

Note: ●"Know the uses of electronic maps, remote sensing images, etc. in production and life" only requires students to know electronic map CDs, electronic inquiry systems set up in public places, and TV weather The application of satellite cloud images in forecast programs in daily life.

2. World Geography (7-9'GEO'3.2) (1) Ocean and Land (7-9'GEO'3.2.1)

Standard Activity Suggestions

1. Distribution of land and sea (7-9'GEO'3.2.1.1)

●Use maps and data to tell the proportion of land and sea in the world and describe the distribution characteristics of land and sea. (7-9'GEO'3.2.1.1.1)

●Use the world map to describe the geographical distribution and overview of the seven continents and four oceans. (7-9'GEO'3.2.1.1.2)

2. Changes of land and sea (7-9'GEO'3.2.1.2)

●Example the position of land and sea on the earth's surface In constant movement and change. (7-9'GEO'3.2.1.2.1)

●Know the theory of plate tectonics and explain the relationship between the world's famous mountain systems and volcanoes, earthquake distribution and plate movement. (7-9'GEO'3.2.1.2.2) ●Draw a sketch map of the global ocean and land contours.

●Carry out seven continents and four oceans puzzle games.

●Schools with conditions can use computer software to simulate and demonstrate "continental drift".

●Tell the story of Wegener proposing the theory of continental drift

Explanation: ●"Knowing the theory of plate tectonics..." focuses on science history education, scientific interests, and scientific methods of cultivation.

(2) Climate (7-9'GEO'3.2.2)

Standard Activity Suggestions

1. Weather and our lives (7-9 'GEO'3.2.2.1)

●Know the difference between "weather" and "climate" and use these two terms correctly in life. (7-9'GEO'3.2.2.1.1)

●Recognize common weather symbols and be able to understand simple weather maps.

(7-9'GEO'3.2.2.1.2)

●Use examples to illustrate the negative impact of human activities on the atmospheric environment and the importance of protecting the atmospheric environment (7-9'GEO'3.2.2.1. 3)

2. Distribution of temperature and precipitation (7-9'GEO'3.2.2.2)

●Initially learn to read the world annual average temperature distribution map and tell the distribution of world temperature Distribution rules. (7-9'GEO'3.2.2.2.1)

●Initially learn to read the world's average annual precipitation distribution map and tell the differences in the world's precipitation distribution. (7-9'GEO'3.2.2.2.2)

●Use temperature and precipitation data to draw temperature curves and precipitation histograms, and read the graphs to describe the changing patterns of temperature and precipitation. (7-9'GEO'3.2.2.2.3)

3. Main climate types (7-9'GEO'3.2.2.3)

●On the world climate distribution map Name the distribution areas of the main climate types. (7-9'GEO'3.2.2.3.1)

● Give examples to analyze the impact of latitude, sea and land distribution, topography, etc. on climate. (7-9'GEO'3.2.2.3.2)

●Cite examples from daily life to illustrate the impact of climate on production and life. (7-9'GEO'3.2.2.3.3) ●Listen to and watch weather forecast programs on radio and television, take notes, discuss local weather conditions, and arrange your activities reasonably according to the weather forecast.

●Schools with conditions can visit local meteorological stations or atmospheric environment monitoring stations.

●Schools with conditions can establish meteorological gardens and use commonly used measuring instruments to observe temperature, precipitation, wind direction, etc.; or draw weather data recorded from radio and TV programs every day into charts.

●If possible, ask students who have been to other places (or foreign countries) to describe their feelings about the climate in different regions.

Explanation: ●Weather symbols and weather maps refer to the commonly used weather symbols and simple weather maps that appear in TV station weather forecast programs. ●Students are required to point out the main climate types from the world climate distribution map, develop the ability to read maps, and acquire corresponding geographical knowledge through map reading. (3) Residents (7-9'GEO'3.2.3)

Standard Activity Suggestions

1. Population and Race (7-9'GEO'3.2.3.1)< /p>

●Use maps and data to describe the characteristics of world population growth and distribution. (7-9'GEO'3.2.3.1.1)

● Give examples of the impact of population issues on the environment, society, and economy. (7-9'GEO'3.2.3.1.2)

●Name the characteristics of the three major human races in the world, and point out the main distribution areas of the three major human races on the map. (7-9'GEO'3.2.3.1.3)

2. Language and religion (7-9'GEO'3.2.3.2)

● Use maps to speak Chinese, The main distribution areas of English, French, Russian, Spanish and Arabic. (7-9'GEO'3.2.3.2.1)

●Name the three major religions in the world and their main distribution areas, and give examples of different religious beliefs and cultural traditions in different countries and regions. (7-9'GEO'3.2.3.2.2)

3. Settlement (7-9'GEO'3.2.3.3)

●Use pictures to describe urban landscapes and rural landscapes difference. (7-9'GEO'3.2.3.3.1)

●Give examples of the relationship between settlements and the natural environment. (7-9'GEO'3.2.3.3.2)

●Understand the significance of protecting world cultural heritage. (7-9'GEO'3.2.3.3.3) ●Organize debates on population issues.

●Collect pictures and information of the world's three major religious buildings and display them with maps.

●Collect pictures of settlement landscapes to identify a certain landscape and its relationship with the natural environment and human activities.

(4) Regional Development Differences (7-9'GEO'3.2.4)

Standard Activity Suggestions

1. Developing and developed countries ( 7-9'GEO'3.2.4.1)

●Use data and examples to describe the differences in the development levels of developing countries and developed countries. (7-9'GEO'3.2.4.1.1)

●Know the regional distribution characteristics of developing and developed countries. (7-9'GEO'3.2.4.1.2)

2. International cooperation (7-9'GEO'3.2.4.2)

●Use examples to illustrate how to strengthen international cooperation importance. (7-9'GEO'3.2.4.2.1)

●Name the role of the United Nations and other international organizations in international cooperation. (7-9'GEO'3.2.4.2.2) ●Collect data that reflects the development levels of different countries in the world, compare and discuss them.

●Clip information about the activities of the United Nations and other international organizations from newspapers and periodicals, and display and communicate through blackboards, tabloids, presentations, etc.

(5) Understanding the Region (7-9'GEO'3.2.5)

Standard Activity Suggestions

1. Understanding the Continents (7-9'GEO '3.2.5.1)

●Use a map to illustrate the latitude, sea and land location of a certain continent. (7-9'GEO'3.2.5.1.1)

●Use maps and related data to summarize the topography, climate, river characteristics and their interrelationships of a certain continent. (7-9'GEO'3.2.5.1.2)

●Use relevant data to describe the population, environment, development and other problems existing on a certain continent. (7-9'GEO'3.2.5.1.3)

●Use examples to illustrate that the level of economic development within a certain continent is unbalanced. (7-9'GEO'3.2.5.1.4)

2. Get to know the area (7-9'GEO'3.2.5.2)

●Find a certain area on the map The location, scope, main countries and capitals of the region, read the map to describe the geographical characteristics of the region. (7-9'GEO'3.2.5.2.1)

●Use topographic maps and topographic profiles to describe the terrain changes and terrain distribution characteristics of a certain area, and describe the relationship between terrain and human activities. (7-9'GEO'3.2.5.2.2)

●Use charts to describe the characteristics of the climate in a certain region and the impact of climate on local agricultural production and life. (7-9'GEO'3.2.5.2.3)

●Use topographic maps to illustrate the overview of major rivers in a certain area and the impact of rivers on urban distribution (7-9'GEO'3.2.5.2. 4)

●Use maps and information to point out one or several natural resources that have the greatest impact on local or world economic development in a certain area, and describe their distribution, production, export, etc. (7-9'GEO'3.2.5.2.5)

●Give an example of the advantages of developing tourism in a certain region. (7-9'GEO'3.2.5.2.6)

●Name the most influential regional international organization in a certain region. (7-9'GEO'3.2.5.2.7)

●Use data to describe the distinctive cultural customs of a certain region. (7-9'GEO'3.2.5.2.8)

●Explain the particularity of the natural environment in the polar regions and the importance of scientific investigation and environmental protection. (7-9'GEO'3.2.5.2.9)

3. Get to know the country (7-9'GEO'3.2.5.3)

●Point out a country on the map geographical location, territorial composition and capital. (7-9'GEO'3.2.5.3.1)

●Based on maps and information, describe the basic characteristics of a country’s natural environment, point out unique natural geographical phenomena and prominent natural disasters, and Briefly explain the main reasons for its formation. (7-9'GEO'3.2.5.3.2)

●Use maps and information to relate the characteristics of a country's natural conditions and tell examples of the country's economic development based on local conditions. (7-9'GEO'3.2.5.3.3)

●Use examples to illustrate the status and role of high-tech industries in the economic development of a certain country. (7-9'GEO'3.2.5.3.4)

●Give an example of a country's experience and lessons in developing and utilizing natural resources and protecting the environment (7-9'GEO'3.2.5.3 .5)

●Based on the information and maps, tell the transportation characteristics and main cities of a certain country. (7-9'GEO'3.2.5.3.6)

●Based on information and maps, give an overview of at least one aspect of a country's race, ethnicity, population, religion, language, etc. (7-9'GEO'3.2.5.3.7)

●Use examples to illustrate the impact of a certain country's natural and social environment on folk customs. (7-9'GEO'3.2.5.3.8)

●Give examples of the economic, trade, cultural, etc. connections between a certain country and other countries. (7-9'GEO'3.2.5.3.9) ●Group into groups to prepare information on a certain continent. After sorting and summarizing, select a representative to report to the whole class.

●Collect and organize information on other continents, and compare them with the continents you have studied.

●Collect relevant information and start discussions based on regional hot issues.

●Simulate a summer trip abroad, choose a travel route, name the main countries and cities you pass, and describe the landscapes you may see.

●With the theme of polar scientific expeditions, publish a poster, hold a popular science report, or watch videos.

● Combined with history and other courses, use world maps of different periods to explore changes in country names and territories.

●Watch a video introducing a geographical overview of a country.

●Discuss the causes of unique natural phenomena in a certain country. For example, show pictures of Australia's unique wild animals such as kangaroos, koalas, echidnas, and platypuses, and discuss why these animals only live in Australia. ●Conduct a self-rescue drill for a sudden natural disaster.

●Discuss geographical issues through role simulation. For example, they play the roles of government officials, indigenous residents of the tropical jungle, members of world environmental organizations, developers, etc. to discuss the development and protection of the Amazon rainforest.

●Understand the contributions of Chinese and overseas Chinese to the scientific, technological and social and cultural development of the host country through collecting materials and other methods.

●Choose a topic, download relevant information from the Internet, create a computer presentation, and give a speech to the whole class.

Instructions: ●This unit selects some continents, regions, and countries from around the world to understand the main characteristics of the physical geography and human geography of the studied area, and initially masters the general methods of learning regional geography. ●Textbook writers and teachers must choose at least one continent, five regions (such as South Asia) and five countries from around the world to compile teaching materials and organize teaching. ●When compiling teaching materials and organizing teaching, the selected "continent-region-country" combination must cover the listed "standards"; for a specific region, several "standards" can be selected, Organize materials rationally; one area does not necessarily correspond to one "standard". ●The main purpose of arranging the study of regional geography at different scales is to enable students to initially master the basic methods of learning and researching regional geography at different scales through exploratory learning.

3. Chinese Geography (7-9'GEO'3.3) (1) Territory and Population (7-9'GEO'3.3.1)

Standard Activity Suggestions

1. Territory and administrative divisions (7-9'GEO'3.3.1.1)

● Use maps to describe my country’s geographical location and its characteristics. (7-9'GEO'3.3.1.1.1)

●Remember the territorial area of ??our country, point out our neighboring countries and adjacent oceans on the map, and explain that our country is both a land country and a maritime country. . (7-9'GEO'3.3.1.1.2)

●Accurately find the 34 provincial-level administrative regions on the administrative map of my country, and remember their abbreviations and administrative centers. (7-9'GEO'3.3.1.1.3)

2. Population and Ethnicity (7-9'GEO'3.3.1.2)

●Name the total population of our country, Use relevant data to explain my country's population growth trend and state my country's national population policy. (7-9'GEO'3.3.1.2.1)

●Use the population distribution map to describe the distribution of my country's population. (7-9'GEO'3.3.1.2.2)

●Use the ethnic distribution map to describe the distribution characteristics of ethnic minorities in my country. (7-9'GEO'3.3.1.2.3) ●Calculate my country's approximate east-west longitude difference and north-south latitude difference on the map, and use this to illustrate the large span of longitude and latitude in my country; analyze my country's relative to the Eurasian continent and specific location in the Pacific Ocean.

●Carry out a puzzle game for provincial administrative regions in my country.

●Collect and exchange pictures and materials that reflect the customs and costumes of my country's major ethnic minorities, and understand the customs and customs of these ethnic minorities.

Explanation: ●"Accurately find the 34 provincial-level administrative regions on the political map of my country...", the name, abbreviation and administrative center of the provincial-level administrative regions require students to be in the learning process of Chinese geography Memorize it gradually, rather than memorizing it all in this lesson.

(2) Natural environment and natural resources (7-9'GEO'3.3.2)

Standard activity suggestions

1. Natural environment (7- 9'GEO'3.3.2.1)

●Use China's topographic map to describe the main features of my country's topography and relief. (7-9'GEO'3.3.2.1.1)

●Use data to describe the main characteristics of my country's climate and its influencing factors. (7-9'GEO'3.3.2.1.2)

●Find the main rivers in my country on the map and give an overview of the Yangtze River and the Yellow River. (7-9'GEO'3.3.2.1.3)

2. Natural resources (7-9'GEO'3.3.2.2)

●Give an example of what natural resources are , what are its main types. (7-9'GEO'3.3.2.2.1)

●Use data to describe the main characteristics of my country’s land resources. (7-9'GEO'3.3.2.2.2)

●Use data to describe the spatial and temporal distribution characteristics of my country's water resources and their impact on social and economic development. (7-9'GEO'3.3.2.2.3)

●Use examples to describe the large-scale projects built in my country to solve the uneven distribution of water resources. (7-9'GEO'3.3.2.2.4) ●Discuss the impact of monsoon on people's daily life by connecting life experience and using relevant information.

●Collect information on land resources and compare it with Russia, the United States, India and other countries.

●Investigate the main local natural resources, list examples of reasonable or unreasonable development and utilization, and write a brief report.

Note: ●The "standard" does not require an exhaustive description of various types of natural resources. In teaching, attention should be paid to using water and soil resources as cases to guide students to understand the characteristics of my country's large total amount of natural resources, low per capita, and uneven distribution of time and space, and to infiltrate education on resource conservation.

(3) Economy and Culture (7-9'GEO'3.3.3)

Standard Activity Suggestions

1. Economic Development (7-9' GEO'3.3.3.1)

●Use data and connect it with reality to describe the general distribution of agriculture in my country, and give examples to illustrate the necessity of developing agriculture according to local conditions. (7-9'GEO'3.3.3.1.1)

●Use data to describe the geographical distribution of my country's industry. Use examples to illustrate the role of high-tech industries in industrial development. (7-9'GEO'3.3.3.1.2)

●Compare the characteristics of different transportation modes; use maps to describe the general distribution pattern of my country's transportation network. (7-9'GEO'3.3.3.1.3)

2. Cultural characteristics (7-9'GEO'3.3.3.2)

●Know our country’s folk dwellings, clothing, and food local characteristics and give examples of the impact of the natural environment on culture. (7-9'GEO'3.3.3.2.1)

● Combined with relevant information, explain the impact of my country's local cultural characteristics on the development of tourism. (7-9'GEO'3.3.3.2.2) ●Watch videos that reflect the characteristics of my country's agricultural production, collect graphic and textual information about the current status of my country's industrial production, and discuss the prospects for my country's industrial and agricultural development.

●Visit local characteristic agricultural production bases, industrial and mining enterprises or stations and docks.

●Collect pictures and information about local customs and customs, watch art performances or videos that reflect regional cultural characteristics, and talk about your understanding of local cultural characteristics.

(4) Geographical differences (7-9'GEO'3.3.4)

Standard activity suggestions

●Find the Qinling Mountains and the Huaihe River on the map, And explain the geographical significance of the Qinling-Huaihe River line. (7-9'GEO'3.3.4.1)

●Use maps to point out the scope of the four geographical units of the northern region, southern region, northwest region, and Qinghai-Tibet region, and compare their physical geographical differences. (7-9'GEO'3.3.4.2)

●Name the impact of the natural geographical environment of each geographical unit on production and life. (7-9'GEO'3.3.4.3) ●Conduct a special discussion or knowledge contest around the geographical differences between the north and south sides of the Qinling-Huaihe River line.

●Watch the video information film reflecting the natural landscape characteristics of the four major geographical units.

●The list compares the regional differences of the four major geographical units.