新课标高中地理课程改革已经进行了一段时间,不论是作为课程和教材的研究者,还是作为实践者,都有值得总结、反思之处。其实,我们已经经过数次高中地理课程和教材的改革,而每一次改革都是在不断总结前次改革的利弊得失,以及时代发展要求基础上的前行。自20世纪80年代初开始至今,高中地理课程经历了逐步从恢复走向正常的发展道路,地理教材也先后经历了三次大的改革。第一次是80年代初的地理课程和教材的重建,确立了在地理教材中以人地关系为主线,讲授人与地理环境的内容,教材的知识框架大体上就是地理学科的框架;第二次是90年代中后期,编写与义务教育地理课程相衔接的高中地理教材。教材的主旨不变,但是在教学内容的选择上,更 New Curriculum High School Geography Curriculum reform has been going on for some time, both as a researcher in curriculum and teaching materials, or as a practitioner, there is something worth summarizing and reflection. In fact, we have already passed several high school geography curriculums and textbook reforms, and every reform is continually summarizing the pros and cons of previous reforms, as well as the progress of our times. Since the early 1980s, the high school geography curriculum has undergone a gradual transition from recovery to normal development. Geography textbooks have also undergone three major reforms. The first was the reconstruction of geography curricula and textbooks in the early 1980s. The textbook established the content of man and the geographical environment based on human-earth relations. The knowledge framework of textbooks is generally the framework of geography. The second The second is the middle and late 90s, the compilation of geography courses and compulsory education convergence of high school geography textbooks. The teaching material remains the same, but the choice of teaching content is even more