Geography Education in China is streamlined as one of the core academic subjects across primary and secondary schools in the nation. Containing elements such as Moral Education, Social Studies, and Spatial Learning, implementing Geography Education is deemed necessary for students to understand the different population and weather distribution in China and the global context. However, due to the overshadowing of STEM subjects, lack of literature of Geography Education implementation, and consistent usage of teacher-centred methods, revising the current methods of teaching geography is crucial. Introducing already-designed geography learning materials is proposed as one of the effective ways to bring change. Drawing real-world contexts, three designed problem-based tasks related to the Chinese Geography Education are produced. Through an exploratory qualitative inquiry, five geography teachers from a Chinese district participated in interview sessions involving understanding their views of the tasks designed. Findings reveal positive views of these three problem-based tasks, and there is consensus that these tasks can be implemented in future geography lessons to improve the quality of Geography Education in China. Relevant suggestions are provided in this paper for practical use of these problem-based tasks.
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