Development of an Introductory High School Geography Unit for Student-centered Construction of Regional Characteristics: Leveraging the Framework of Four Spatial Concepts

Abstract

This study aims to propose an introductory unit in regional geography that empowers students to independently conceptualize regional identities, in response to the growing focus on the optimal approach to regional geography study amid the forthcoming revision of national curriculum standards. Drawing on the four spatial concepts articulated by the German geographer U. Wardenga, the unit was developed and implemented using China as a case study, beginning with students’ prior knowledge and mental image of the region. This pedagogical approach illustrates a model of student-centered, open-ended regional geography learning, wherein learners actively construct their own regional perspectives while critically reflecting on the significance of regional demarcations.