Geography Education and Earth Science: Bridging Concepts in Chinese High School Teaching

Abstract

The teaching of earth science in Chinese senior high school geography has faced significant challenges, particularly in the compulsory module “The History of the Earth.” Despite being part of the 2019 curriculum reform, current teaching practices often fail to emphasize the geographical nature of the subject, instead treating it as a mix of geology, biology, and historical facts. This paper addresses this challenge by proposing a framework that maintains a geographical focus while teaching earth science concepts. The framework consists of three integrated approaches. First, it introduces a structured method for teaching geological time through an “Eon → Era → Period → Year” progression, helping students build a comprehensive understanding of temporal scales from a geographical perspective. Second, it demonstrates how to effectively use the “Trade Space for Time” method alongside stratigraphic analysis, enabling students to connect spatial and temporal aspects of geographical phenomena. Third, it develops geographical thinking by following the logical pathway of “Fossil → Biology → Environment,” ensuring that biological evidence is interpreted within a geographical context. For successful implementation, the paper recommends two key strategies: managing interdisciplinary content while maintaining geography’s core focus, and emphasizing geographical characteristics throughout specific teaching content. This approach ensures that “The History of the Earth” fulfills its role in developing students’ geographical literacy while contributing to their broader understanding of earth science within China’s senior high school curriculum.