Knowledge Mapping of Geography Examinations in Chinese National Entrance Examination to Universities: Insights from Four Decades of Research

Reforms in the Chinese National Entrance Examination to Universities (CNEEU) and curriculum standards have significantly influenced national education. This study investigates the evolutionary stages, research trends, and emerging topics in the study of geography examinations for the CNEEU, commonly known as the Gaokao in China. Utilizing CiteSpace software, we analyzed academic journal articles indexed in the China National Knowledge Infrastructure (CNKI) database from 1980 to 2023. The analysis focuses on publication volume, regional distribution, core authors, emergent terms, and keyword trends related to geography examinations. The results reveal the following: (1) Research on geography in the CNEEU has experienced three distinct phases since the 1980s—incipient stage, fluctuating growth period, and adjustment period—each characterized by unique emergent keywords reflecting evolving research priorities. (2) The principal research institutions include middle schools, higher normal colleges, and examination research institutes, with scholars from higher normal universities more likely to establish collaborative research groups. (3) Key research topics focus on the content and characteristics of geography examination questions, teaching guidance, test preparation strategies, and the development of simulation questions. (4) Ongoing reforms in the CNEEU and curriculum have significantly influenced the scope, focus, and format of geography examinations, directly impacting geography teaching and learning practice. (5) Emerging trends, including literacy and value-oriented assessment, interdisciplinary integration, and inquiry-based innovation, are expected to shape future research in this field. This study offers valuable insights to support both theoretical research and practical advancement in the design of geography examinations for CNEEU.