中外高中人文地理教材知识组织与能力生成比较研究——基于强有力地理知识与大概念统摄视角

A Comparative Study on Knowledge Organization and Competency Development in Chinese and Foreign High School Human Geography Textbooks—From the Perspectives of Powerful Geographical Knowledge and Big Ideas

摘要: 在地理课程改革由“知识覆盖”转向“核心素养培育”与“学科思维生成”的背景下，教材比较研究亟须转向对知识组织方式及其能力生成机制的分析。本文以人教版高中地理必修二人文地理部分与美国高中阶段的大学先修课程人文地理(Advanced Placement Human Geography)教学中使用或参考的人文地理教材为对象，借助强有力地理知识与大概念统摄双重视角，从框架结构、活动系统与图像系统三个方面展开比较。研究发现：人教版教材在主题体系建构和现实情境呈现方面较为突出，但在核心概念的明确贯穿、问题链的层层推进、证据链设计以及知识迁移导向的总结设计方面相对不足；AP教材更突出概念统摄、问题驱动与证据支持，更有利于解释、迁移和判断能力的生成，但其信息密度和实施门槛也较高。在此基础上，本文进一步尝试将教材比较结论转化为文化景观教学案例设计，以增强教材比较研究对教学实践的启发意义。我国教材优化应在保持主题体系完整和现实情境优势的基础上，进一步增强核心概念贯穿、问题链与证据链设计，并提升图像对比较分析与问题探究的支撑作用。

Abstract: Against the backdrop of geography curriculum reform shifting from “knowledge coverage” to the cultivation of core competencies and disciplinary thinking, textbook comparison needs to move toward an analysis of knowledge organization and the mechanisms through which competencies are developed. This study takes as its objects of comparison the human geography section of Compulsory Geography 2 (PEP Edition) and the human geography textbooks used or referenced in the teaching of Advanced Placement Human Geography (hereafter AP Human Geography). Drawing on the dual perspectives of Powerful Geographical Knowledge and Big Ideas, the study compares the two sets of textbooks in terms of framework structure, activity system, and image system. The findings show that the PEP textbook is relatively strong in thematic organization and the presentation of real-world contexts, but relatively weak in the explicit integration of core concepts, the step-by-step progression of problem chains, the design of evidence chains, and transfer-oriented summary design. By contrast, the AP textbooks place greater emphasis on conceptual organization, problem-driven design, and evidence-based support, and are more conducive to the development of students’ explanatory, transferable, and evaluative abilities, though they also involve higher information density and greater implementation demands. Building on this, the study further attempts to translate the findings of textbook comparison into the design of a cultural landscape teaching case, to strengthen the practical implications of textbook comparison research for classroom teaching. The optimization of Chinese textbooks should build on their existing strengths in thematic coherence and real-world relevance, while further strengthening the integration of core concepts, the design of problem and evidence chains, and enhancing the role of images in supporting comparative analysis and inquiry.