Economic geography stands as one of the most significant disciplines within the field of geography. This paper examines the current state of research based on the China National Knowledge Infrastructure (CNKI) and Web of Science databases, analyzing both the differences and commonalities in the teaching of ‘Economic Geography’ courses. Adopting a dual perspective of teaching theory and course practice, five distinctive teaching methods—lecture method, case teaching method, group discussion method, the three-track teaching method combining PBL (Problem-Based Learning), CBL (Case-Based Learning), and TBL (Team-Based Learning), and field internship method—were applied to economic geography courses. The most suitable teaching approach for specific knowledge points was determined. The findings reveal that despite variations in teaching approaches across different developmental stages and educational environments, the pedagogical philosophy and educational objectives of Economic Geography instruction share significant commonalities. To enhance teaching effectiveness, it is essential to integrate diverse teaching methods and establish a comprehensive pedagogical framework. Tailoring syllabi and instructional activities to the unique characteristics of the course content provides valuable insights for interpreting and delivering Economic Geography courses.
Liu et al. (Fri,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: