1. The goal of “knowledge and skills”
“Knowledge and skills” are an important part of the course goals. Mastering basic geographical knowledge and forming basic geographical skills are the basis for cultivating intelligence and developing personality. If students want to effectively participate in the geography teaching process, master geography learning methods skillfully, and successfully form correct emotional attitudes and values, they cannot do without geography. Basic knowledge and basic geography skills. Therefore, mastering basic geographical knowledge and forming basic geographical skills are the basic goals of geography courses.
The first goal of "Knowledge and Skills" is to "obtain basic knowledge of the earth and space environment; understand the main characteristics of the natural geographical environment on which human beings live, and the relationships among the various elements of the natural geographical environment. mutual relationship”. The knowledge content involved in this goal focuses on physical geography. "Basic knowledge of the earth and space environment" belongs to the introduction of the earth and astronomy knowledge. "Chatting about the sky and the earth" is necessary, but "chatting about the sky" is not the purpose. "Chatting about the sky" is for "talking about the earth", so this part of the knowledge is for learning the geographical environment content. premise. Knowledge about "the main characteristics of the natural geographical environment on which human beings depend for survival, and the interrelationships between various elements of the natural geographical environment" should be said to be the classic content of high school geography courses, and it is an important part of learning about human geography and the relationship between man and land. the basis of. The completion of this goal is mainly achieved through the compulsory module "Geography 1".
The second goal of "Knowledge and Skills" is to "understand the impact of human activities on the geographical environment, understand the formation and characteristics of the human geographical environment; understand the significance and main approaches of sustainable development." The knowledge content involved in this goal focuses on human geography. Human geography is one of the important branches of systematic geography, and is one of the two pillars of systematic geography along with physical geography. Knowledge about "the impact of human activities on the geographical environment, the formation and characteristics of the human geographical environment" is also a classic content of high school geography courses, which is essential for cultivating the geographical literacy of future citizens and paying attention to issues such as population, resources, environment and regional development. , to help students correctly understand the relationship between man and earth, form the concept of sustainable development, cherish the earth, treat the environment well, etc. are extremely important. Moreover, the relationship between man and land and the theory of sustainable development are core topics not only in high school geography courses, but also in the entire basic education geography course. Therefore, the teaching goals for this part of the content are not only proposed in the "knowledge and skills" goal, but also reflected in the "emotional attitudes and values" goal. The completion of the second goal of "Knowledge and Skills" is mainly achieved through the compulsory module "Geography 2".
The third goal of "Knowledge and Skills" is to "understand regional differences and understand the main problems and solutions facing regional sustainable development." This goal is very different from the regional geography teaching goals of junior high school geography. The goal of the junior high school stage is to "know 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." The main task is to understand the geographical overview and accumulate rich knowledge. The geographical appearance "in principle does not involve deeper causes". High school geography requires understanding regional differences in terms of their causes, and by selecting at least 3 Chinese cases and 1 foreign case to understand the relationship between regions and humans, regional development and regulation, regional sustainable development, etc. In fact, the destination of teaching goals is the basic principles of human-land relations and sustainable development, and regions serve as the carrier of teaching.
The fourth goal of "Knowledge and Skills" is "Learn to conduct geographical observations, geographical experiments, and geographical surveys independently or cooperatively; master reading, analyzing, and using geographical charts and geographical data", which is a series of geographical skills . These skills are further consolidated, expanded and improved on the basis of learning in junior high school. For example: in junior high school, it is "initially learning simple geographical observations...", while in high school, it is "learning to conduct geographical observations and experiments independently or cooperatively..."; in junior high school, it is "using maps and geographical charts...", while in high school it is "Analyze and use geographical charts and geographical data..."; etc. Mastering these skills is not only beneficial to students' learning, but also extremely beneficial to students' lives and lifelong development.
2. The goal of "process and method"
"Knowledge and skills" are the foundation, but not the only and ultimate course goal. Having knowledge and skills but not applying them , it is meaningless if it cannot be applied. Previous teaching syllabuses also put forward requirements for cultivating students' geographical skills and methods, such as using geographical concepts and principles to analyze and make judgments on geographical things; understanding the occurrence and development patterns of geographical things based on basic geographical concepts, etc. However, due to the Isolating and separating ability requirements and knowledge requirements makes the cultivation of geographical skills and methods disconnected from the process due to lack of carriers, making it difficult to achieve goals; in the past, more attention was paid to the results of learning, while ignoring what students learned through Students learn by using different learning methods and strategies. The high scores obtained by rote memorization and practice exercises cover up problems in students' learning methods. Therefore, paying attention to the students' learning process and methods is the key to guiding students to learn to learn.
The "General High School Geography Curriculum Standards" lists "process and methods" as a separate area for the description of curriculum objectives for the first time, and the content scope has also been expanded. It is one of the "highlights" of this curriculum reform.
Correctly and skillfully mastering "processes and methods" is not only an ability and a quality, but it also promotes the mastery of geographical knowledge and the formation of geographical skills, as well as the cultivation of emotional attitudes and values.
The first goal of "Process and Methods" is to "initially learn to collect geographical information through various channels and using various means, and try to use the learned geographical knowledge and skills to organize and analyze geographical information , and apply geographical information to the geographical learning process”, focusing on the cultivation of the ability to collect, organize, analyze and apply geographical information. At the high school level, this goal is relatively primary-level, but as a high school student, if you cannot collect geographic information and apply it to the learning process, you will not be able to further solve geographic problems. So it is the basis for the "Process and Methods" goal.
The second goal of "Process and Methods" is to "try to discover geographical problems from learning and life, propose inquiry plans, cooperate with others, carry out investigations and research, and propose countermeasures to solve problems", focusing on discovery Cultivation of geographical problems and the ability to solve geographical problems. The second goal is a further improvement based on the first goal, and it is also the most critical goal. Among them, discovering geographical problems is the prerequisite, and proposing plans and countermeasures is the core. As for approaches and methods, cooperation with others is advocated and investigation and research are emphasized.
The third goal of "Process and Methods" is to "use appropriate methods and means to express, communicate and reflect on your own experiences, insights and results of geographical learning and inquiry", focusing on the results of geographical learning. Development of expression and communication skills. Previous geography syllabuses have neglected this goal. In fact, the correct expression of a problem is not an easy task and should be a relatively high-level ability. In order for the presenter to want the listener to understand, he must first "digest" all the issues and be able to integrate them, then he should also make the expression clear and clear, and finally he should try his best to pay attention to the tone and rhythm of the language. In fact, expressive ability is a comprehensive ability. In addition, communication is also a kind of ability, which is also a concept advocated by the new curriculum.
It can be said that the three goals of "process and method" belong to three different levels. The levels gradually increase and form a system, which is very critical for developing students' practical ability and cultivating innovative spirit.
3. The goal of "emotional attitudes and values"
Emotion is a person's psychological experience based on whether objective things meet his or her needs. Psychological research shows that learning and emotion have a mutually beneficial relationship. The learning process is always accompanied by a certain emotional experience, and the emotional experience during the learning process always affects the learner's attitude, thus producing different learning effects. The difference in learning effects will in turn cause learners to have different emotional experiences, thereby affecting the learning process. One difference between the new curriculum objectives and the traditional syllabus is that it pays more attention to the development of emotional attitudes and values. The goals of traditional geography education mainly focus on the cultivation of students' knowledge, skills, methods, and abilities, and rarely pay attention to the development of their emotional attitudes and values. Even if they do, they focus on ideological education, and the goals of ideological education do not fully cover geography. The humanistic value of the subject cannot fully exert the moral education function of geography. It can be seen that "emotional attitudes and values" as a necessary goal of the course cannot be replaced by other requirements and are indispensable. Not only that, "emotional attitudes and values" is not only a necessary goal of the course, but also an ultimate goal pursued by the course. Indeed, when the knowledge and skills mastered by a student, the process experienced, and the methods formed are eventually sublimated into emotional attitudes and values, and into consciousness, concepts, responsibilities, and habits, then this will benefit the student's lifelong development. of.
The goals in the affective field are not just pure patriotism, but emphasize the three elements of emotion, attitude, and values. The connotation of the goals in the affective field is more substantial, richer, and more comprehensive than before. First of all, emotion not only refers to learning interest, learning enthusiasm, and learning motivation, but also refers to inner experience and sentimental cultivation. Secondly, attitude not only refers to learning attitude and learning responsibility, but also refers to scientific attitude and realistic attitude. Third, values ??not only emphasize personal value and human value, but also emphasize the unity of personal value and social value, and the unity of human value and natural value.
The first goal of "Emotional Attitudes and Values" is to "stimulate the interest and motivation to explore geographical issues, develop a truth-seeking and realistic scientific attitude, and improve the aesthetic taste of geography." In the past, stimulating students' interest and motivation in learning geography was only understood as a means and strategy, and it could not become the goal of geography teaching activities. This time the geography curriculum standards have raised it to a very high level, believing that interest and motivation itself should become a goal of curriculum and teaching. This is because if students do not have the interest and motivation to learn geography, then geography learning activities cannot operate effectively. Even if they can operate briefly, they cannot be maintained for a long time. This time, the "Geography Curriculum Standards" lists the stimulation and cultivation of learning interests and motivation as the first goal of "emotional attitudes and values", which shows the importance of this aspect of the emotional field. In addition, the cultivation of scientific attitude and aesthetic taste is also an important task of the geography discipline.
The second goal of "Emotional Attitudes and Values" is to "care about my country's basic geographical conditions, pay attention to the current situation and trends of my country's environment and development, and enhance the love for the motherland and hometown." Paying attention to national conditions, loving the motherland, and loving hometown are the traditional and classic curriculum goals of geography. The two subjects of geography and history are called the "two wings" of education in this area. There have been many analyzes in the past about the importance and necessity of the connotation of the emotional field in this aspect, and I will not go into details here. This time, the "High School Geography Curriculum Standards" continue to emphasize the cultivation of emotions in these aspects. One additional point that needs to be added is that in terms of understanding my country’s “basic geographical conditions”, this time special emphasis is placed on “paying attention to the current status and trends of my country’s environment and development”.
The third goal of "Emotional Attitudes and Values" is to "understand global environment and development issues, understand the value of international cooperation, and initially form a correct global consciousness." In the past, geography syllabuses often emphasized internationalist education while proposing patriotic education. With the development of the times, "internationalism" that emphasizes "class struggle", "opposition to communist class enemies" and "exporting revolution" in the international community is no longer appropriate in the current international environment. It should be replaced by "international cooperation" and "global awareness" education that is characteristic of the times. As a geography course, how to carry out "international cooperation" and "global awareness" education in terms of global resources, population, environment, economy, society and development is an unshirkable and important mission of the geography discipline.
The fourth goal of "Emotional Attitudes and Values" is to "enhance the awareness of resource and environmental protection and legal awareness, form the concept of sustainable development, enhance the social responsibility of caring for and protecting the environment, and develop good behavioral habits”. Sustainable development education has goal requirements in the field of "knowledge and skills", but it is not enough to know the "meaning and main ways of sustainable development". Students must also be further aware of the harmonious unity of cognition and emotion. , form concepts, enhance responsibility, and develop habits. This will make it a common practice to abide by "environmental ethics", "resource ethics" and "population ethics", and make the strategic thinking of sustainable development deeply rooted in the hearts of the people and generate action.