Convergence and Integration: Evolving Frontiers and Paradigmatic Turns in China's Geography Education

Wenwan Jin

doi:10.47297/wspiedWSP2516-250039.20250909

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Convergence and Integration: Evolving Frontiers and Paradigmatic Turns in China's Geography Education

9卷第9期

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Convergence and Integration: Evolving Frontiers and Paradigmatic Turns in China's Geography Education
Convergence and Integration: Evolving Frontiers and Paradigmatic Turns in China's Geography Education
Department of Geography and Spatial Information Techniques, Ningbo University, Ningbo, Zhejiang, 315211, China
2025年9卷第9期页码：176-180
纸质出版：2025-09-30
DOI：10.47297/wspiedWSP2516-250039.20250909
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(2025). Convergence and Integration: Evolving Frontiers and Paradigmatic Turns in China's Geography Education. 国际教育与发展（英文版）, 9(9), 176-180.

Jin Wenwan.Convergence and Integration: Evolving Frontiers and Paradigmatic Turns in China's Geography Education[J].Journal of International Education and Development,2025,09(09):176-180.
(2025). Convergence and Integration: Evolving Frontiers and Paradigmatic Turns in China's Geography Education. 国际教育与发展（英文版）, 9(9), 176-180. DOI： 10.47297/wspiedWSP2516-250039.20250909.

Jin Wenwan.Convergence and Integration: Evolving Frontiers and Paradigmatic Turns in China's Geography Education[J].Journal of International Education and Development,2025,09(09):176-180. DOI： 10.47297/wspiedWSP2516-250039.20250909.

摘要

Abstract

This paper employs bibliometric analysis to examine geographical education research published in 84 core CNKI journals between 2003 and 2023. Using CiteSpace

it analyzes article distribution

funding sources

and thematic evolution. The findings indicate a clear shift toward interdisciplinary integration and paradigm innovation

supported by social science funding. Key trends include: disciplinary integration with IT and humanities; a focus on cultivating core competencies like human-environment understanding and holistic thinking; and model innovation through technology-enhanced teaching and talent development. The study highlights a transition from vocational training to competency-based education and from single-discipline approaches to interdisciplinary collaboration

providing theoretical and practical insights for future geographical education.

关键词

Keywords

references

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Yuan Z . ( 2008 ). Reflecting on the four relationships in geography education under the new curriculum reform . Educational Theory and Practice , 28 ( 18 ), 52 .

Tang G . R . ( 2014 ). Issues in developing and implementing thematic inquiry-based regional geography courses. Shanghai Education Research , 2014 ( 12 ), 42 - 45 .

Li Y . ( 2020 ). Pathways for cultivating core literacy in junior high school geography . Chinese Journal of Education, (S 1 ), 106 - 107 .

Chen J. Y. , & Peng J . F . ( 2021 ). Improving the quality and effectiveness of teacher training and education through the new high school geography textbook. Curriculum , Teaching Material, and Method, 41 ( 3 ), 97 - 103 .

Lu X. X. , Chen C. W. , & Lu J . ( 2018 ). Constructing an evaluation index system for geography classroom teaching objective design . Curriculum, Teaching Material, and Method , 38 ( 1 ), 103 - 108 .

Bai L . ( 2011 ). Issues and strategies regarding professional development of rural junior high school geography teachers . Adult Education , 31 ( 4 ), 83 - 84 .

Liang Y. Q. , Huang Z. Y. , & Ge J . F . ( 2011 ). Research and practice on the teaching model of high school geography guide-study-teaching: Innovation in teaching models in the national specialty construction of geography science. Journal of Hebei Normal University (Educational Science Edition) , 13 ( 6 ), 34 - 39 .

Ren Y. , Zhang P. T. , & Wang M . ( 2020 ). Research on evaluation methods for geographic map drawing questions based on core literacy and key competencies . Educational Academic Monthly , 2020 ( 10 ), 78 - 83 .

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