Secondary school geography education in Singapore: Development logic and dynamic mechanism

doi:10.3969/j.issn.1004-9479.2025.01.20230389

Abstract

Abstract:

Singapore has made remarkable achievements in promoting national construction and economic development with its continuous educational transformation. Geography, as one of the core humanities subjects in basic education, deserves our attention. With the help of content analysis, this paper systematically combs the logic and dynamic mechanism of the development of geography education in Singapore. The findings are as follows: ① Geography education in Singapore has experienced descriptive geography teaching with regional geography as the core, conceptual geography teaching with systematic geography as the leading, thematic geography teaching with environmental education as the important content, and exploratory geography teaching with sustainable development as the main aim; ② The geography education in Singapore is driven by the global environmental crisis, the paradigm transformation of the geography discipline, and the reform of educational policies, to realize the innovation of the geography education system; ③ Taking the development of geography education in Singapore as inspiration, it is proposed that the development of geography education in China should fully integrate into sustainable development education, attach importance to geographical inquiry and connect with academic geography.

Key words: Singapore, geography education, development logic, dynamic mechanism, secondary school

摘要：

新加坡持续性的教育变革推动了国家建设和经济发展，取得了举世瞩目的成绩。地理作为基础教育的核心人文学科之一，其发展值得关注。引用历史制度主义的分析框架，运用内容分析法，聚焦初中和高中学段，系统梳理新加坡地理教育发展的逻辑与动力机制。研究发现：①新加坡的地理教育发展经历了侧重以区域地理为核心的地理描述性教学、突出以系统地理为主导的地理概念式教学、强化以环境教育为重要内容的地理主题式教学，以及走向从可持续发展为旨向的地理探究性教学等4个阶段；②新加坡地理教育受全球环境危机、地理学科范式转型和教育政策变革三大动力驱动，实现了地理教育系统的革新；③以新加坡地理教育为启示，中国地理教育发展应充分融入可持续发展教育，重视地理探究以及对学术地理的融会贯通。

关键词: 新加坡, 地理教育, 发展逻辑, 动力机制, 中学

Rong HU, Chuwei WANG. Secondary school geography education in Singapore: Development logic and dynamic mechanism[J]. World Regional Studies, 2025, 34(1): 70-81.

胡蓉, 王楚薇. 新加坡中学地理教育：发展逻辑与动力机制[J]. 世界地理研究, 2025, 34(1): 70-81.

Figures/Tables 2

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引导性问题	学习结果（学生应该能够）	内容	主要概念
GQ1：什么是水？水在哪里？	识别水的物理状态	各种物理状态的水：水蒸气（气态）、水（液体）、冰（固体）	物态、气态、液态、固态
GQ1：什么是水？水在哪里？	使用地图或示意图描述各种水体的分布情况	水储量及分布、海洋、冰川、河、湖、地下水、土壤	储量、分配、海洋、冰川、河流、河源、河口、湖、淡水、地下水、土壤、土壤湿度、气孔、基岩
GQ2：为什么地球上会有水？	使用示意图解释水循环如何确保水的持续供应	通过水循环持续供水：蒸发、蒸腾、冷凝、沉淀、下渗、过滤、地表径流、地下径流	水循环、过程、蒸发、蒸腾、凝结、降水、下渗、过滤、地表径流、地下径流
GQ2：为什么地球上会有水？	运用示意图解释水分平衡	流域内的水量平衡、水过剩、缺水	水分平衡、流域、储存、输入、输出、盈余、赤字、净变化
GQ3：水与环境、与人有什么关系？	运用示意图或文字说明水的可利用性是怎样随着降水量的变化而变化的	水和环境的关系：由于降水量的变化，水的可利用性发生变化，因降水量过多会发生洪水，因长时间缺少降雨会发生干旱，河流生态系统调节	降雨、供应、洪水、干旱、生态系统
	用图像和文本描述人类是如何利用水资源的	水与人类的关系：家庭用途（比如洗衣、烹调）、娱乐用途（水上运动、钓鱼）、农业用途（如水稻种植、牲畜饲养）、工业用途（如水电、芯片制造的清洁剂）	国内、娱乐、农业、工业
	用图片或文字解释人类活动如何导致水污染及相关影响	储水污染影响水的质量和可用性、对水生生态系统的威胁、可供人们使用的水资源减少	污染、质量、威胁
GQ4：如何实现水与环境、水与人的可持续性管理？	运用文字或图像解释和评价新加坡和其他国家可持续管理水资源的策略	新加坡和其他国家的水资源可持续管理：改善水质（如反污染法）、减少水的消耗（水储存的保护）、改善水的技术（淡化）、进口水（如国际协议）	管理、短期/长期、质量、消费、技术、进口

引导性问题	学习结果（学生应该能够）	内容	主要概念
GQ1：什么是水？水在哪里？	识别水的物理状态	各种物理状态的水：水蒸气（气态）、水（液体）、冰（固体）	物态、气态、液态、固态
GQ1：什么是水？水在哪里？	使用地图或示意图描述各种水体的分布情况	水储量及分布、海洋、冰川、河、湖、地下水、土壤	储量、分配、海洋、冰川、河流、河源、河口、湖、淡水、地下水、土壤、土壤湿度、气孔、基岩
GQ2：为什么地球上会有水？	使用示意图解释水循环如何确保水的持续供应	通过水循环持续供水：蒸发、蒸腾、冷凝、沉淀、下渗、过滤、地表径流、地下径流	水循环、过程、蒸发、蒸腾、凝结、降水、下渗、过滤、地表径流、地下径流
GQ2：为什么地球上会有水？	运用示意图解释水分平衡	流域内的水量平衡、水过剩、缺水	水分平衡、流域、储存、输入、输出、盈余、赤字、净变化
GQ3：水与环境、与人有什么关系？	运用示意图或文字说明水的可利用性是怎样随着降水量的变化而变化的	水和环境的关系：由于降水量的变化，水的可利用性发生变化，因降水量过多会发生洪水，因长时间缺少降雨会发生干旱，河流生态系统调节	降雨、供应、洪水、干旱、生态系统
	用图像和文本描述人类是如何利用水资源的	水与人类的关系：家庭用途（比如洗衣、烹调）、娱乐用途（水上运动、钓鱼）、农业用途（如水稻种植、牲畜饲养）、工业用途（如水电、芯片制造的清洁剂）	国内、娱乐、农业、工业
	用图片或文字解释人类活动如何导致水污染及相关影响	储水污染影响水的质量和可用性、对水生生态系统的威胁、可供人们使用的水资源减少	污染、质量、威胁
GQ4：如何实现水与环境、水与人的可持续性管理？	运用文字或图像解释和评价新加坡和其他国家可持续管理水资源的策略	新加坡和其他国家的水资源可持续管理：改善水质（如反污染法）、减少水的消耗（水储存的保护）、改善水的技术（淡化）、进口水（如国际协议）	管理、短期/长期、质量、消费、技术、进口

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