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

Autor/inn/en	Xiang, Xi; Chen, Yaling; Fang, Yuan; Zhang, Qi
Titel	How Key Competencies Progress across School Terms? A Study of "Activities" in Geography Textbooks for Secondary Schools
Quelle	In: Journal of Geography, 121 (2022) 2, S.67-76 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xiang, Xi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1341
DOI	10.1080/00221341.2022.2052936
Schlagwörter	Geography Instruction; Secondary School Students; Competency Based Education; Foreign Countries; Educational Change; Curriculum Development; Middle School Students; Teaching Methods; Learning Activities; Cognitive Development; Textbook Evaluation; Case Studies; China (Shanghai) + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Sekundarschüler; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Ausland; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Kognitive Entwicklung; Case study; Fallstudie; Case Study
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01