Inheritance development and innovation.docVIP

Inheritance development and innovation Since the beginning of the 20th century, 80 years since high school geography curriculum has gradually changed from rehabilitation to a normal path of development. Geography teaching materials has gone through three major reforms. The first was the 20th century, the early 80s the reconstruction of geography curricula and teaching materials, establishing geography textbooks in order to man-land relationship, the teaching of human and geographical environment of the content; second time was in the mid to late 90s, to prepare and compulsory education Geography Curriculum high school geography textbooks to dovetail. The main thrust of teaching materials remain unchanged, only in the choice of teaching content, a greater emphasis on quality education from the point of view. Enter the new century, we are conducting a new round of high school geography curricula and teaching materials of reform. Cultivation of modern citizenship as important for a basic course, geography curriculum about the main thrust of man-land relationship has not changed, the direction of quality education has not changed, but we can not simply stay the pace of this, but to deepening and widening of its connotation and outreach to meet the new requirements of the times. In this sense, the high school geography textbooks have inheritance, development and innovation needs and processes. At present, the PEP ‘geography a’’geography 2’ and ‘geo 3’, etc. 3 compulsory textbooks and ‘prevention of natural disasters and environmental protection,’’’ such as two elective teaching materials have passed the Ministry of Education Review Committee, the first instance. Looking back, we have from the material dimension of knowledge, ideas and cultural connotations of dimensions, the teaching dimension, and the materials characteristics and dimensions of the new materials to make an ‘inventory’, will help to add a bridge between readers. One, materials, dimensions of knowledge