A small-scale survey of the views and attitudes of junior high school teachers in China toward geographical fieldwork

Abstract

Although geographical fieldwork can be viewed as an integral component of geographical education, it fell out of favor in Chinese secondary schools in the recent past. However, the new junior high school geography standards established in 2001 stress the importance of conducting geographical fieldwork for students’ learning of geography. Now nearly 10 years after the implementation of the standards, this study attempted to ascertain teachers’ views and attitudes toward geographical fieldwork in the secondary schools that have attempted field activities. Information was gathered via questionnaires and interviews. The results reveal that the teachers in China share many perceptions regarding the importance, value, and cognitive and affective benefits as well as perceptions of constraints such as examination requirements, large class size, limited time, overemphasis on classroom learning, liability for student safety, and lack of software and hardware. However, it is also found that there are some differences in the type and purpose of fieldwork, as well as in certain constraints such as cost, logistics, and attitude of junior students, compared to experiences elsewhere. Moreover, extra constraints such as school location, the teachers’ many tasks, and the macro-political climate continue to affect the conduct of geographical fieldwork.