School geography education is divided into three stages: university, middle school and primary school. /kloc-in the middle of the 0/7th century, Czech educator T.A. Comenius first proposed to teach geography as an independent subject in schools. /kloc-In the first half of the 8th century, primary and secondary schools in Europe began to offer geography courses./kloc-In the 9th century, universities offered geography courses and geography departments. In China, some missionary schools began to offer geography classes in the middle of19th century, and at the end of19th century, and then set up geography departments in universities. University geography education mainly trains geography researchers, teachers and geographers. Many countries cultivate geographical talents according to their majors, and the division and scope of majors are different. Middle school geography education trains students to have systematic geography knowledge. Primary school geography education requires students to understand the preliminary knowledge of geography. With the increase of economic and cultural exchanges among countries and the emergence of global environment, resources, population and other issues, geography education has been paid attention to in other disciplines, related schools, newspapers and magazines, radio and television, and social geography education has formed.

The development of world geography teaching abroad;

Before the 1990s, the world geography of the Soviet Union and Eastern European countries always followed the regional geography curriculum system of the Soviet Union, and the textbook system was divided into two parts: "foreign geography" and national and regional geography. There is also a part devoted to the department geography of a certain department, such as industry, energy, agriculture, transportation and so on. "World geography" has always appeared in the form of "regional geography" in the west, mainly in the United States, but there is no unified naming standard. Most of them are called "regional geography", and some of them are called "world geography" or "world economic geography".

"Postmodernism" culture, which has been popular in the West since 1990s, has had a great influence on regional geography-world geography. Almost no quantitative model construction is done, but based on a lot of geographical knowledge, using very powerful description means, such as images, conceptual models, pictures, etc. supported by geographic information system technology, the level and effect of regional description have reached a refreshing situation. It is a tradition of western regional geography for many years to attach importance to society, culture and economy but not to the teaching of physical geography knowledge. This is closely related to the development of western geography in the direction of human geography for many years. Pursuing a new perspective to explain the geographical things of various countries and regions is the highlight of the textbook. In the arrangement of regional system, Europe or developed countries (industrialized countries) are generally put in front, followed by America and Africa, which are closely related to European civilization. This reflects the idea of a "geographical process" centered on Europe, that is, taking Europe as the birthplace of modern civilization and forming the pattern of contemporary world civilization and social and economic development from near to far according to the law of geographical diffusion. Even if it is not in the order of continents, it is in the order of industrialized countries-countries in the process of industrialization-developing countries, which also reflects the geographical spread.

The spread of modern civilization since the industrial revolution is obviously centered on western Europe. This is an inspiration for us, because in the past regional geography teaching, the geographical pattern and geographical process have been ignored. Maintaining the tradition of regional research, attaching importance to the study of pattern and process, supplemented by quantitative (model) analysis and mathematical images (maps) should be the new requirements for the development of geographical science at present. Western world geography (regional geography) is consistent in citing a large number of achievements of western economics. From the introduction of economic location theory in history to spatial economics and regional science, western regional geography has been deepening its theory. In their world geography textbooks, we can see such a theoretical tendency: introducing the dual economic structure of Africa, introducing the basic principles of cultural geography in the Middle East, introducing the "growth pole" of Southeast Asia, introducing the principle of population geography in India, and introducing the core-periphery theory in Latin America (the birthplace of this theory).

The development of geography teaching in China:

Geography education in any country has a clear purpose, which is to improve the cultural quality of the people and cultivate the spirit of patriotism. Under this framework, China's world geography and research have made the following developments:

(1) broke through the shackles of the Soviet regional geography curriculum system and content system.

(2) A series of global geographical and environmental problems, such as global warming, increasing greenhouse gases, decreasing diversity of terrestrial ecosystems, increasing shortage of terrestrial water resources, desertification and degradation of forests and grasslands, and strengthening the negative effects of natural disasters, have attracted more and more attention.

(3) With the great development of the world economy, the teaching content of world geography is constantly updated. Oil economy, the huge growth of world wealth, the widening gap between the rich and the poor in the world, the constant adjustment of international economic relations, the emergence of many emerging industrial sectors represented by information industry, newly industrialized countries, countries with economic system transition, and regional collectivization of countries, etc. , has made our past knowledge of world geography obsolete, and the teaching content of world geography has been greatly updated.

(4) Economic theories are constantly being absorbed into world geography teaching.

(5) World geography pays more and more attention to the analysis of cultural, political and historical factors.

(6) With the development of information technology, the teaching of world geography can easily obtain all kinds of rich information provided by the works of experts from various countries, international organizations and domestic and foreign countries through computer networks.