地理课堂教学是地理课程改革的重要环节,关系其成败。20世纪60年代,西方国家自上而下的课程改革的失败经验告诉我们,课程改革不只是对统一改革方案的贯彻和执行,教育中的不同群体,尤其是管理者、教师和学生存在的文化差异,与国家法定的、统一的课程文化将产生冲突。一项在这个国家取得成功的教育改革措施,运用到另一个具有不同文化的国家或区域中,却不一定能够成功。凶此,从文化的视角来研究地理课堂教学,揭示地理课程改革的动因和条件,不仅拓宽了地理课程改革研究的理论视线,而且对我国基础教育课程开发和建设将有根本性的指导意义。文化是人类在改造自然、社会和自我过程中所创造的物质财富和精神财富的总和。由物质文化、制度文化和精神文化 Geography classroom teaching is an important part of geography curriculum reform, and it is related to its success or failure. In the 1960s, the failure experience of top-down curriculum reforms in Western countries tells us that curriculum reform is not only the implementation and implementation of unified reform programs, but also the culture of different groups in education, especially managers, teachers, and students. Differences will conflict with the national legal and unified curriculum culture. An educational reform that has succeeded in this country and applies to another country or region with a different culture may not necessarily succeed. This fierce, from the perspective of culture to study geography classroom teaching, revealing the causes and conditions of geography curriculum reform, not only broadens the theoretical perspective of geography curriculum reform research, but also will have a fundamental guiding significance for the development and construction of basic education curriculum in China. Culture is the sum of material wealth and spiritual wealth created by humans in the transformation of nature, society, and self. From material culture, institutional culture and spiritual culture