A Comparison of Questions and Tasks in Geography Textbooks before and after Curriculum Reform in China

Yıl 2015, Cilt: 5 Sayı: 3, 231 - 248, 31.12.2015

Daihu Yang Ziying Wang Di Xu

Öz

This
study centres on the questions and tasks in geography textbooks written before
and after the curriculum reform in China. The aim of the study is to reveal the
recent changes in amount, learning outcomes and types of questions and tasks in
geography textbooks as well as the extent to which the ideas and intentions
advocated by the curriculum reform have been actualized in the questioning and
tasking practices of geography textbooks. Five geography textbooks written
before and after the curriculum reform have been quantitatively and
qualitatively analyzed and compared in terms of amount, learning outcomes and
type. The findings show that the questioning and tasking practices can be characterized
as an increase in amount, more emphasis on the intermediate-order cognitive
level of analysis, little concern for the affective and psychomotor abilities,
and less diversity of types of questions and tasks. Current textbook writing
does not fully and vigorously respond to the ideas and intentions articulated
by the curriculum reform. The amount, learning outcomes and types of questions
and tasks in the geography textbooks need to be adjusted so as to better meet
the aims of the curriculum reform.  

Anahtar Kelimeler

Comparing, questions and tasks, geography textbook, curriculum reform, type, taxonomy of learning outcome

Kaynakça

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