课程改革背景下我国中学地理教育研究的热点迁移、结构失衡与优化路径

Hotspot Shifts, Structural Imbalance, and Optimization Paths of Secondary School Geography Education Research in China under the Background of Curriculum Reform

摘要: 在基础教育课程改革持续推进的背景下，中学地理教育研究的议题结构、合作关系与知识生产方式均发生了明显变化。本文以中国知网收录的《地理教学》2006~2025年载文为样本，在剔除会议记录、资料集锦等非研究性文本后，获得有效文献6584篇，借助CiteSpace对作者、机构与关键词进行可视化分析，并结合代表性文献开展内容阐释。研究发现：第一，中学地理教育研究主题呈现由“教学设计–课堂改进”向“核心素养–课程思政–跨学科整合”迁移的总体趋势，显示出明显的课程改革响应特征。第二，作者和机构合作密度总体提升，但合作主要集中在高校之间，中学在研究共同体中的位置持续边缘化，理论研究与课堂实践之间尚未形成稳定的双向互动。第三，“教学评价”“学习评价”以及信息技术融合等议题长期未成为核心热点，说明当前研究在“教什么”“怎么教”之外，对“如何评价”和“如何借助技术支撑素养发展”的关注仍显不足。基于此，文章提出应推动研究重心由“回应改革”走向“支撑改革”，在评价体系建构、数字技术应用与高校–中学协同研究等方面形成更具持续性的知识生产机制。

Abstract: Against the backdrop of the continuous advancement of curriculum reform in basic education, the agenda structure, collaborative relationships, and knowledge production patterns of secondary school geography education research have undergone significant changes. Taking articles published in Geography Teaching and indexed in CNKI from 2006 to 2025 as samples, this study obtained 6584 valid papers after excluding non-research texts such as conference records and data compilations. CiteSpace was employed to conduct a visual analysis of authors, institutions, and keywords, and representative literature was further examined for content interpretation. The results show that, first, the themes of secondary school geography education research have generally shifted from “instructional design and classroom improvement” to “core competencies, curriculum-based ideological and political education, and interdisciplinary integration”, demonstrating a strong responsiveness to curriculum reform. Second, although the density of collaboration among authors and institutions has increased overall, such collaboration remains concentrated mainly among universities, while secondary schools continue to be marginalized within the research community, and stable two-way interactions between theoretical research and classroom practice have yet to be established. Third, topics such as “teaching evaluation”, “learning evaluation”, and the integration of information technology have long failed to become core research hotspots, indicating that current studies, beyond focusing on “what to teach” and “how to teach”, still pay insufficient attention to “how to evaluate” and “how technology can support competency development”. Based on these findings, this paper argues that the research focus should shift from merely “responding to reform” to effectively “supporting reform”, and that a more sustainable knowledge production mechanism should be developed in such areas as evaluation system construction, digital technology application, and collaborative research between universities and secondary schools.