Pathway Design, Implementation, and Effectiveness Evaluation of the Grand Canal Cultural Heritage Resources in Geographic Science Education

Abstract

The organic integration of cultural heritage geographical resources into geographical science education can enhance students’ comprehensive understanding of history, geography, and social development, thereby promoting interdisciplinary thinking and scientific literacy. Taking China’s ancient Grand Canal as a typical case, this study systematically explores the pathway design, implementation process, and effectiveness evaluation of transforming the geographical resources of the Grand Canal’s cultural heritage into carriers for geography science education. Through a literature review, case analysis, and teacher practice observation, the study reveals: 1) effective strategies for embedding the historical and geographical background of the canal, its spatial network, and regional economic elements into the curriculum; 2) the role of immersive, contextualized, and inquiry-based instructional design in improving students’ geographical cognition, inquiry abilities, and sense of social responsibility; and 3) a framework for effectiveness evaluation based on multiple assessment dimensions and an operational indicator system. The research results hold theoretical and practical significance for secondary geography science education curriculum reform, teacher professional development and cultural heritage conservation education. They provide applicable curriculum packages and evaluation tools, facilitating promotion and application in different regions. The limitations of this research lie in the regional specificity of the case and data availability; future studies should expand to cross-regional comparative studies and long-term follow-up assessments.