SSRScientific and Social Research2661-43322981-9946Bio-Byword Scientific Publishing Pty. Ltd.10.26689/ssr.v5i7.5098ArticleResearch on Integration of Education for International Understanding in High School Geography Based on the “Big Concept”https://artdesignp.com/journal/SSR/5/7/10.26689/ssr.v5i7.5098NiuJiqiang,ZhangZhinuo,ZhangChenguang,ChenJiao2023572023-07-27Education for international understanding helps students learn about international cultures and listen to international voices, and it plays an important role in the teaching of geography in high school. In this study, the structure of high school geography is reconstructed by integrating education for international understanding under the “big concept.” This model includes three teaching concepts, four teaching objectives, and four teaching methods. Overall, the results of this study showed that the integration of education for international understanding can improve the students’ understanding about international issues and cultures and it can be used as a reference for teaching geography in high schools.

UNESCO, 1974, Proceedings of the General Conference at Its Eighteenth Session, October 17–November 23, 1974: Recommendation Concerning Education for International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms., UNESCO, Paris, 147–153.

Hu WS, Zhang Y, 2016, On the Development of Geographical Education from the International Charter of Geography Education. Teaching Reference of Middle School Geography, 2016(21): 11–13.

Core Literacy Research Group, 2016, The Core Qualities of Chinese Students. Journal of the Chinese Society of Education, 2016(10): 1–3.

Liu JH, Han X, Wu XX, 2021, Basic Orientation and Teaching Strategies of Education for International Understanding in Primary and Secondary Schools in the New Era. Beijing Education, 2021(03): 71–73.

Xiang CZ, Peng XH, 2021, The Necessity, Value and Suggestions of Education for International Understanding. Educational Practice and Research, 2021(03): 30–33. https://www.doi.org/10.14160/j.cnki.13-1259/g4-c.2021.03.011

Hu SW, Li Q, Chen GQ, Fu HL, Fang ZS, 2021, An Analysis of the Appropriateness of Implementing International Understanding Literacy in High School Geography. Teaching Reference of Middle School Geography, 2021(11): 47–50.

UNESCO, 1995, Guidelines and Criteria for the Development, Evaluation and Revision of Curricula, Textbooks and Other Educational Materials in International Education in Order to Promote an International Dimension in Education, UNESDOC Digital Library, https://unesdoc.unesco.org/ark:/48223/pf0000100178?posInSet=13&queryId=34bae84a-4307-4642-9158-1bb7f505d78b

Jiang YM, 2017, Construction of a Theoretical System for Education for International Understanding Education in the Era of Globalisation in China. Tsinghua Journal of Education, 38(01): 87–93. https://www.doi.org/10.14138/j.1001-4519.2017.01.008707

Ma YJ, 2020, Research on the Education for International Understanding in Middle School Geography, thesis, Northeast Normal University.

Ministry of Education of the People’s Republic of China, 2017, Geography Curriculums Standards for General Senior High School, amended 2020, People’s Education Press, viewed June 3, 2020.

Bransford JD, Brown AL, Cocking RR, How People Learn, Washington, DC: National Academy Press, 2000.

Wang XB, 2018, Connotation Significance and Access of “Grand Concept” of Disciplines. Teaching and Administration, 2018(24): 86–88.

Liu H, 2018, Deep Learning: Teaching Based on Big Concepts, Shanghai Education, 2018(18): 57.

Bang D, Park E, Yoon H, et al., 2013, The Design of Integrated Science Curriculum Framework Based on Big Ideas. Journal of the Korean Association for Science Education, 33(5): 1041–1054.

Chen J, 2019, Reconstructing Teaching of Geography Learning Unit from the Perspective of Big Concept. Journal of Tianjing Normal University (Elementary Education Edition), 20(03): 37–41. https://www.doi.org/10.16826/j.cnki.1009-7228.2019.03.007

Mitchell I, Keast S, Panizzon D, et al, 2017, Using ‘Big Ideas’ to Enhance Teaching and Student Learning. Teachers and Teaching, 23(5): 596–610.

Wang WJ, 2002, Models of Teaching Based on Situated Cognition and Learning, thesis, East China Normal University.

Zhu M, 1998, Awareness and Practice of Teaching Model Theory - The Construction and Application of a Heuristic Research-based Teaching Model. Chinese Journal of Chemical Education, 1998(03): 4–7. https://www.doi.org/10.13884/j.1003-3807hxjy.1998030002

Wu Q, 2022, “Creative Integration,” Education for International Understanding —— Taking “Transboundary Transfer of Pollutants and Environmental Security” as an Example. Research and Review on Education, 2022(07): 90–93.

Bu Lr, 2022, Research on cultivation path of international literacy of understanding senior high school students in China —— Taking Several High Schools in Chongqing for Example, Thesis, Sichuan International Studies University.

Wiggins GP, McTighe J, 2005, Understanding by Design Framework, ASCD, Alexandria, 3–7.