A Comparative Study Of The Content Of International Understanding Education In Chinese And Japanese High School Geography Textbooks

Education for International Understanding is an educational concept and activity that expands students’ international perspective and develops individuals who are concerned about global development.With the ongoing process of globalization,education for international understanding is currently receiving significant attention from scholars.It can contribute to the internationalization of education and serve as an important channel for developing international talent.Due to the specificity of geography as a subject,integrating international understanding education content into geography offers unique advantages.This thesis utilizes literature analysised to delineate the scope of international understanding education content.By considering the nature of the geography discipline,it references the high school geography curriculum standards of China and Japan.The thesis established the indicators for evaluating the content of international understanding education in high school geography,revises them through expert consultation,determines the weights of the indicators using the hierarchical analysis method,and constructs an evaluation system for international understanding education content in high school geography.The created evaluation system is then employed to analyze and compare the characteristics of international understanding education content between China’s Renjiao Edition “Geography 1” and “Geography 2”,and Japan’s Tokyo Book Edition“Geography A”,in terms of content selection and representation.The thesis shows that:(1)The content evaluation system of international understanding education in senior secondary geography consists of two primary indicators,seven secondary indicators,and twenty tertiary indicators related to the relationship between human beings and the natural environment,as well as the relationship between human beings and the social environment.(2)Based on the comparison of content selection results,it can be concluded that the Tokyo version of the textbook has a broader range of knowledge in international understanding education content compared to the Human Education version.This indicates that the Tokyo version more effectively incorporates international understanding education content,particularly in terms of diverse cultures and resource utilization,where the Human Education version shows noticeable shortcomings.However,the difference in the depth of international understanding education content between the two versions is not significant.Nonetheless,there is room for improvement in the Human Education version,particularly regarding knowledge related to resource use and environmental protection.Enhancing the depth of knowledge in these areas is necessary for the Human Education version.(3)Based on the comparison of content representations,there are both similarities and differences in how international understanding education content is presented in the two editions.Both editions utilize a combination of illustrations and text,accompanied by descriptive explanations.However,there are distinct variations between the two.In the RTL edition,the international understanding education content is predominantly presented independently,occupying a single teaching section.On the other hand,the Tokyo edition tends to present the content in a more comprehensive manner,with the text and teaching sections complementing each other.Furthermore,the Tokyo edition employs a combination of centralized and scattered distribution,featuring a more intricate layout with branching and parallel elements.(4)Based on the research results of the international understanding education comparison between the two editions,suggestions for optimizing international understanding education in high school geography textbooks can be summarized as follows: To enhance the effectiveness of international understanding education,it is recommended to rationalize the thematic layout,ensuring a logical and coherent organization of content.It is also important to maintain a balanced depth of knowledge throughout the curriculum,allowing for comprehensive coverage of international understanding education.Fragmenting the international understanding education knowledge into smaller units can facilitate better comprehension and retention.Flexibility in addressing global topics is crucial to accommodate evolving issues and current events.Additionally,diversifying the presentation of information through various columns or sections can engage students and enhance their understanding.Lastly,a rationalized selection of images that aligns with the content,enriches learning experiences,and aids visual understanding should be ensured.