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Journal of Geography Volume 121, 2022 - Issue 2
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Articles

How Key Competencies Progress across School Terms? A Study of “Activities” in Geography Textbooks for Secondary Schools

Xi Xianga School of Geographic Sciences, East China Normal University, Shanghai, ChinaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-5754-5365View further author information
ORCID Icon,
Yaling Chenb Shanghai Cao Yang No. 2 High School, Shanghai, ChinaView further author information
,
Yuan Fangc Shanghai Fengxian High School, Shanghai, ChinaView further author information
&
Qi Zhanga School of Geographic Sciences, East China Normal University, Shanghai, ChinaView further author information
Pages 67-76 | Received 31 May 2021, Accepted 09 Mar 2022, Published online: 30 Mar 2022
 
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Abstract

The recent round of curriculum reform in China has proposed the educational goal of developing key competencies. This study examined how key competencies are integrated into geography textbooks for middle schools through pre-designed activities. The results showed that the textbooks emphasized the regional awareness competency. The activities in these geography textbooks promoted key competencies differently across the school years, and each competency showed a different type of learning progress over time.

Additional information

Funding

This work was supported by Shanghai Geographical Teaching and Learning Research Base under Grant 13901-412222-15007/004.

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