| 课程比拟、特别是与蓬勃国度的课程比拟研究是列国课程改造的主要基本任务,教科书比拟是课程比拟的主要内容。以往我国与蓬勃国度的教科书比拟年夜多集中在欧美国度,而针对中韩两国地舆(社会)教科书的比拟研究还甚少。近半个多世纪以来,韩国适应国际课程改造的趋向同时,联合本国的现实,在本国基本教导课程改造与理论中,教科书的研发也获得使人注视的成就,构成了本身的特点。经由过程对中韩两国地舆(社会)教科书的比拟,以明白两边之长短,到达互相自创之目标。本文运用地舆课程论、比拟教导学等实际,采取比拟法、文献研究法、统计剖析法等研究办法,以中韩两国比来出书的最具代表性的教科书为根据,从教科书构造内容和表层体系(课文体系、图象体系、功课体系)方面临中韩两国初中地舆停止体系地停止比拟,得出以下结论与建议。1.结论：1)从教科书框架构造上,两国本教科书根本构造类似,分歧点表示在：韩国教科书在每节之首都提出相干的进修目的的引言,每单位停止都有单位整顿,先生可以稳固这一节的内容；韩国教科书中栏目丰硕,栏目年夜多是运动性栏目和世界热门成绩的相干资料,这也反应韩国重视造就先生的自立进修才能、强调常识的适用性和重视让先生关怀世界时势。2)在微观比拟上,中国初中地舆教科书以地球与地图、世界地舆、中国地舆及乡地盘理主线来支配的。而韩国教科书以在平常生涯中尽量碰到的成绩和世界存眷的热门成绩为主线来支配的。3)在微不雅比拟上,我国人教社初中地舆教科书的章节内容由“导入—睁开”的形状组成；韩国金星社初中社会教科书章节内容由“导入—睁开—整顿”的形状组成。韩国社会教科书多出的整顿部门由两方面组成,单位整顿和功课,这一点值得中国教科书编纂者进修。4)两都城看重说话的描写。韩国的教科书中说话活泼、抽象的描写各类天然、人文景不雅,富有沾染力。中国教科书说话描写简练、易懂,具有极强的可读性,富有很强的体系性。5)两国的教科书均重视图象在教授教养中的主要感化,重视图文并茂,吸引先生的留意力,加强先生进修地舆的兴致。比拟而言,韩国的教科书中的图象设计、选材都比中国的针对性和时期性强。6)两国初中地舆教科书运动的数目相当、类型多样。韩国教科书中的运动开放性较强,有益于先生的特性成长,说话表达更具有亲和力。由于中国深受应试教导的作用,运动的数目比韩国更多。图文联合是中国教科书运动最凸起的特点中国教科书运动用图文联合的办法造就先生读图、析图、组织谜底等方面的地舆进修才能,特别地舆教科书中的图象可以直不雅表现地舆信息,而造就先生进修地舆的兴致。2.建议：经由过程对中韩两国初中地舆教科书比拟,给我国教材编写者提出以下建议：第一,留意选择情况教导方面素材。第二,留意选择与社会现实接洽慎密的内容,表现教科书的适用性。第三,留意从生涯现实导入和设计典范案例,实际接洽现实。第四,留意天然地舆和人文地舆的综合,区域地舆和体系地舆的融会。第五,留意为教授教养留出必定的空间,表现教授教养性的同时留意引诱先生不雅察、思虑、想象,表现启示性。 Abstract: The course, especially compared with the more developed countries of course is the main course of the transformation of the nations basic task, the textbook is the main content of the course is compared. In our country and the developed countries compared to textbooks mostly in Europe and the United States, and for China and South Korea in Geography (Society) Comparative Study of textbooks is little. Since nearly half a century, South Korea to adapt to the trend and the curriculum reform, combined with their own reality, in their basic teachings of curriculum reform and theory, textbook development also received achievement makes people stare at, constitute the characteristics of itself. Through the process of both Chinese and Korean geography textbooks (SOCIAL) compared to that on both sides of the length of each other to reach the goal of new. The application of geography curriculum theory, compared to teach practical, take analogy method, literature research method, statistical analysis, and other research methods, to China and South Korea recently published the most representative textbooks according to from the textbook construction content and surface system (text system, object system, homework system) facing China and Korea junior high school geography system to stop the match, draw the following conclusions and recommendations. 1. Conclusion: 1) from the textbook framework structure, between the two countries in the textbook basic structure similar, the bifurcation point said in Korean textbooks in each section of the capital of the proposed coherent learning objectives introduction, each unit to stop a rectifying unit, sir can secure the contents of this section; column South Korean textbook rich, the column is popular sports section and the world record relevant data, the Republic of Korea attention makes Mr. autonomous learning ability, emphasizes that knowledge is applicable and paying attention to let Mr. caring world cometh. 2) in the micro comparison, textbooks and Chinese junior high school to the earth and map, world geography, geography and science Chinese Township site main line control. South Korea textbooks in daily life as far as possible to meet the achievements and the world concern hot performance as the main line to control. 3) in micro indecent compares, our country to teach junior high school geography textbook chapters and composed by the shape of the import - Open "; South Korea Venus agency junior high school social textbook chapters by the import - Open - rectification" shape. The Korean society textbook rectification department consists of two parts, units rectification and homework, it is worth learning Chinese textbook compilers. 4) both speak value description. Korean textbooks talk lively and abstract description of various types of natural and cultural landscape, rich appeal. China textbooks talk and concise description to understand, has strong readability, rich system is very strong. 5) textbooks of the two countries attaches great importance to image in the teaching role, pay attention to the illustrations, attract Mr. attention, strengthen the interest of students studying geography. Relatively speaking, image design, selection of textbooks in Korea than Chinese targeted and strong period. 6) the number of the junior high school geography textbooks, various types of motion is equal. The Korean textbook movement in strong openness, beneficial to the growth characteristics of MR, speaking more affinity. Because of the influence Chinese by exam oriented education, the number of movement more than South korea. Graphic joint movement in the textbooks of China the most outstanding characteristics of Chinese textbook movement with graphic joint approach makes Mr. graph, chart analysis, organization answers such as geographical learning ability and special geography textbooks in the image can be intuitive performance of geographic information, and bring up the first postgraduate geographical interest. 2 suggestions: through the process of junior high school geography textbooks in China and South Korea compared to China's textbook writers put forward the following suggestions: first, pay attention to the choice of teaching material. Second, pay attention to the choice of the social reality and with rigorous content, the applicability of the performance of textbooks. Third, pay attention to the case from the realities of life and design into the model, the actual contact reality. Fourth, pay attention to the comprehensive natural geography and human geography, combining regional geography and geography system. Fifth, pay attention to teaching set aside a certain space, Professor of education at the same time pay attention to lure Mr. observations, thinking, imagination, inspiration. 目录: |
