TY - JOUR
T1 - Analysis of Sustainable Development Questions of College Entrance Examination Geography Papers in China
T2 - 2010–2020
AU - Guo, Fengtao
AU - Duan, Yushan
AU - He, Shanbo
AU - Gong, Qian
AU - Yao, Zeyang
N1 - Publisher Copyright:
© 2022 by the authors. Licensee MDPI, Basel, Switzerland.
PY - 2022/2/1
Y1 - 2022/2/1
N2 - International consensus has been reached for the 2030 Agenda, and governments have adopted measures for the gradual implementation of Sustainable Development Goals (SDGs). In this implementation, education plays a crucial role. Recently, the extent to which Education for Sustainable Development (ESD) has become the norm in national curricula, teacher education, and student assessment has been a focus of extensive research. The present study introduces the geography curriculum and the reform of the National College Entrance Examination (NCEE) in China in the 2000s. A global indicator framework for SDGs is used to analyze sustainable development (SD) content and characteristics in NCEE geography papers. Findings reveal that SD accounts for an average of 71% of score points among the 24 sets of papers. Sustainable agriculture, terrestrial ecosystems, settlements, and water are well reflected in questions, especially water-related ecosystems, resilient agricultural practices, transportation system, tourism, desertification, and degraded land and soil. Sustainable development questions have the characteristics of setting open questions, paying attention to question situation, being close to real life, being moderately difficult, paying attention to regional SD and human-nature relationship, and diversifying question-setting patterns. According to the analysis of papers, SD plays an important role in geography education.
AB - International consensus has been reached for the 2030 Agenda, and governments have adopted measures for the gradual implementation of Sustainable Development Goals (SDGs). In this implementation, education plays a crucial role. Recently, the extent to which Education for Sustainable Development (ESD) has become the norm in national curricula, teacher education, and student assessment has been a focus of extensive research. The present study introduces the geography curriculum and the reform of the National College Entrance Examination (NCEE) in China in the 2000s. A global indicator framework for SDGs is used to analyze sustainable development (SD) content and characteristics in NCEE geography papers. Findings reveal that SD accounts for an average of 71% of score points among the 24 sets of papers. Sustainable agriculture, terrestrial ecosystems, settlements, and water are well reflected in questions, especially water-related ecosystems, resilient agricultural practices, transportation system, tourism, desertification, and degraded land and soil. Sustainable development questions have the characteristics of setting open questions, paying attention to question situation, being close to real life, being moderately difficult, paying attention to regional SD and human-nature relationship, and diversifying question-setting patterns. According to the analysis of papers, SD plays an important role in geography education.
KW - Assessment
KW - Characteristic
KW - College entrance examination
KW - Exam questions
KW - Geography
KW - Sustainable development
UR - https://www.scopus.com/pages/publications/85123522089
U2 - 10.3390/su14031526
DO - 10.3390/su14031526
M3 - 文章
AN - SCOPUS:85123522089
SN - 2071-1050
VL - 14
JO - Sustainability (Switzerland)
JF - Sustainability (Switzerland)
IS - 3
M1 - 1526
ER -
