{"title":"将可持续发展目标纳入中国教育课程:分析与未来方向","authors":"Xinqun Yuan, Le Yu","doi":"10.1002/geo2.145","DOIUrl":null,"url":null,"abstract":"<p>This paper analyses the integration of the Sustainable Development Goals (SDGs) in the revisions of China's primary, secondary and high school curriculum standards. Employing a word frequency analysis of SDGs-related keywords across ten disciplines, the study reveals an increasing trend in SDGs integration, particularly in Physical Education and Health, and Biology, but notes a lack of growth in the Arts discipline. Key findings include the widespread presence of SDG3 (Good Health and Well-being) and SDG11 (Sustainable Cities and Communities), with a notable absence of SDG5 (Gender Equality) and SDG12 (Responsible Consumption and Production). This study suggests enhancing SDGs coverage in Arts education, broadening the scope to include underrepresented SDGs and promoting a balanced integration of all SDGs across disciplines. It emphasizes the critical role of Geography Education in addressing global challenges and advocates for interdisciplinary teaching methods. The study highlights the importance of regular assessment in curriculum standards to ensure effective SDGs integration, aiming to align China's educational framework with global developmental objectives for a sustainable future.</p>","PeriodicalId":44089,"journal":{"name":"Geo-Geography and Environment","volume":"11 1","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/geo2.145","citationCount":"0","resultStr":"{\"title\":\"Integrating sustainable development goals in China's education curriculum: Analysis and future directions\",\"authors\":\"Xinqun Yuan, Le Yu\",\"doi\":\"10.1002/geo2.145\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This paper analyses the integration of the Sustainable Development Goals (SDGs) in the revisions of China's primary, secondary and high school curriculum standards. Employing a word frequency analysis of SDGs-related keywords across ten disciplines, the study reveals an increasing trend in SDGs integration, particularly in Physical Education and Health, and Biology, but notes a lack of growth in the Arts discipline. Key findings include the widespread presence of SDG3 (Good Health and Well-being) and SDG11 (Sustainable Cities and Communities), with a notable absence of SDG5 (Gender Equality) and SDG12 (Responsible Consumption and Production). This study suggests enhancing SDGs coverage in Arts education, broadening the scope to include underrepresented SDGs and promoting a balanced integration of all SDGs across disciplines. It emphasizes the critical role of Geography Education in addressing global challenges and advocates for interdisciplinary teaching methods. The study highlights the importance of regular assessment in curriculum standards to ensure effective SDGs integration, aiming to align China's educational framework with global developmental objectives for a sustainable future.</p>\",\"PeriodicalId\":44089,\"journal\":{\"name\":\"Geo-Geography and Environment\",\"volume\":\"11 1\",\"pages\":\"\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2024-06-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1002/geo2.145\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Geo-Geography and Environment\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/geo2.145\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"GEOGRAPHY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Geo-Geography and Environment","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/geo2.145","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"GEOGRAPHY","Score":null,"Total":0}
Integrating sustainable development goals in China's education curriculum: Analysis and future directions
This paper analyses the integration of the Sustainable Development Goals (SDGs) in the revisions of China's primary, secondary and high school curriculum standards. Employing a word frequency analysis of SDGs-related keywords across ten disciplines, the study reveals an increasing trend in SDGs integration, particularly in Physical Education and Health, and Biology, but notes a lack of growth in the Arts discipline. Key findings include the widespread presence of SDG3 (Good Health and Well-being) and SDG11 (Sustainable Cities and Communities), with a notable absence of SDG5 (Gender Equality) and SDG12 (Responsible Consumption and Production). This study suggests enhancing SDGs coverage in Arts education, broadening the scope to include underrepresented SDGs and promoting a balanced integration of all SDGs across disciplines. It emphasizes the critical role of Geography Education in addressing global challenges and advocates for interdisciplinary teaching methods. The study highlights the importance of regular assessment in curriculum standards to ensure effective SDGs integration, aiming to align China's educational framework with global developmental objectives for a sustainable future.
期刊介绍:
Geo is a fully open access international journal publishing original articles from across the spectrum of geographical and environmental research. Geo welcomes submissions which make a significant contribution to one or more of the journal’s aims. These are to: • encompass the breadth of geographical, environmental and related research, based on original scholarship in the sciences, social sciences and humanities; • bring new understanding to and enhance communication between geographical research agendas, including human-environment interactions, global North-South relations and academic-policy exchange; • advance spatial research and address the importance of geographical enquiry to the understanding of, and action about, contemporary issues; • foster methodological development, including collaborative forms of knowledge production, interdisciplinary approaches and the innovative use of quantitative and/or qualitative data sets; • publish research articles, review papers, data and digital humanities papers, and commentaries which are of international significance.