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1.
Geography emerged as a separate school discipline in the educational system of China in the 20th century. The history of its
development had several distinct periods, but is largely divided into pre and post 1949. After 1949, the educational system
in general underwent major changes that resulted in increasingly greater amounts of geography in the curriculum, especially
at the junior middle school level. A major influence during the period came from the Soviet Union's educational system. Following
the Cultural Revolution, school curriculum went through another period of change. Three national Drafts of the Teaching Plan
issued by the Ministry of Education since 1978 have each made changes in the teaching of geography. The most recent takes
effect in 1990. Through teacher education in normal colleges and universities and inservice teacher training, China is addressing
the persistent problems of teacher preparation and school equipment in geography. 相似文献
2.
Joseph Stoltman 《GeoJournal》1990,20(1):7-14
In the United States, geography is taught most frequently in the junior secondary schools, is somewhat more limited as a regular
course in the senior secondary schools, and is a prominent discipline within many college and university programs of instruction.
At the secondary school level, geography is usually integrated within the broader based social studies, while at the college
and university level it has an important function both within general education as well as specialized training. At the pre-collegiate
and collegiate levels geography has developed quite independently at times, and at other times there has been a close relationship
that has benefitted both levels of education. At the end of the 1980s decade, considerable cooperation was underway in the
United States between teachers of secondary school and tertiary level geography in order to upgrade and enhance the discipline.
In the first part of this paper, a general history of geography within American education is presented. The second part of
the paper discusses geography's role within general education at the secondary and tertiary levels, including the academic
backgrounds for teachers. The way in which geographic education in the United States provides students with the opportunity
to study holistic relationships between people and the environment and its importance to informed citizenship are discussed
in the final section of the paper. 相似文献
3.
Although there are several departments and subdepartments of geography in Saudi universities and other institutions, these departments have so far failed to produce professionals who are capable of filling the posts offered by the employers in both the public and private sectors. This paper suggests that since the demand for geography graduates with general training is rather low at presents, it is time for geography departments to turn to professionalism in the field so that geography graduates can compete favourably for the available posts. This calls for a new look into the geography curriculum, particularly at university level with a view of improving the skills and aptitude of geographers to assume a more positive role in the process of development. The paper also calls for the regional specialisation of geography departments in Saudi Arabia as a step forward towards solving the existing job problem for geography graduates, as well aas underlining the involvement and commitment of geographers to issues of development at the local, regional and national scales. 相似文献
4.
现代港口地理学的研究进展及展望 总被引：7，自引：0，他引：7
基于港口地理研究的时代背景变迁,分析了现代港口地理学的研究进展与研究内容,重点从港口地理的基本研究范畴、港口理论、港口体系、枢纽港、港口与腹地关系、航运网络、航运企业和码头企业等角度深入解析其重点历程与主要论点,对中国港口地理学的研究进展和国际学者的相关论点进行了阐述,然后从研究内容、研究范式、研究重点和研究地区等角度,总结和评价现代港口地理学的研究特征,梳理其发展规律与研究轨迹。同时基于以上研究,从研究范式、研究重点、研究单位等角度,对港口地理学的未来研究趋向进行了深入探讨。通过该研究,系统总结了港口地理学的研究进展,有助于该学科的理论和实证研究。 相似文献
5.
The general model of the curriculum development process has been widely accepted as a satisfactory view of the process at work and of how the process might be made to work in practice. Such a model ignores the human element. The paper expands the general model so as to include the social interaction and interpersonal dynamics dimension of curriculum change. Concepts in diffusion theory and behavioural geography provide a perspective for building into the curriculum process views of it as a social system akin in some respects to a feudal society. The expanded model includes consideration of the influence of the social, personal, psychological and attitudinal traits of those engaged in curriculum development. The spatial pattern likely to be created by the model provokes questions about the best management of the diffusion process. 相似文献
6.
Martin J. Haigh 《Geoforum》1985,16(2):191-203
General system science, like geography, is an integrative discipline that spans the divide between the physical and social sciences. Geography, like general system science, seeks to examine the universe of observation as a functioning whole and attempts to study together the things other disciplines study separately. However, within both geography and the system sciences at large, there are many different philosophies and methodologies. A special attribute of the general system approach is an explicit adoption of an organismic rather than a mechanistic world view. This has caused general system practitioners to develop theory in more bioscientific areas of concern such as growth, hierarchical organisation and the theory of evolution. To date, much of the systems science in geography has preferred the static, mechanistic ethos of systems analysis and systems engineering. However, general system science's concern with historic processes and the dynamic self-determined relationships between systems structure, functioning and selfcreation may be more appropriate to geographical research. A search is made for general system methodologies in current geographical research and for particular applications of aspects of the new general systems theory of evolution and theory of systems attractors as defined by Ilya Prigogine and Erich Jantsch to geography.Today, we seem to be at the tip of an iceberg of scientific change... Every discipline is in the midst of a revolution... What is exciting about this theoretical chaos is not that each discipline will emerge with a new paradigm to guide future investigations but that a new grand paradigm may be forming, one that will integrate all structure and processes from the farthest reaches of the Universe to the reasonances of subatomic particles. The Grand Paradigm is somewhere in the future and we may live to see it THEISEN, (1981, p. 758). 相似文献
7.
E. Thomale Dr. 《GeoJournal》1984,9(3):223-230
Theory and practice in German social geography reflect back on thirty years of an arduous search for identity as a discipline. Both its friends and its adversaries are in agreement that this identity has yet to be achieved. The development of the foundation phase of the 1950s — late because of specifically German conditions — led to the rapid growth of several distinctive research lines. Thereafter the pace of development slowed as various concepts were abandoned, accompanied by hesitancy over material questions, especially as some were revealed to be impractical by completed research. Up to the present there appear to be thresholds that cannot be crossed even by informed geographers. Since 1980 social geography in Germany has stagnated, and become absorbed in behavioural research. This article has attempted a balance of the more important contributions that have tried to develop themes dealing with the social complex from the geographical viewpoint.Translated by editor 相似文献
8.
Helmut L. Schrettenbrunner 《GeoJournal》1990,20(1):33-36
The professional formation of German geography teachers is advanced both at university level and for all types of schools.
There is a long tradition of teaching geography as a separate independent subject in classes 5–13, whereas it is an integrated
subject in classes 1–4 and only in some states, on the secondary level. Speaking for all schools and all ten federal states,
it can be maintained that there is a minimum of one geography hour per week, sometimes up to two hours. However a certain
decline of classroom hours has occurred during the last 30 years (which most other subjects suffered as well). As most geography
teachers have another subject (or two), they have a tendency to identify as a maths teacher, for example, because of the higher
general esteem the second subject may have. Still, public opinion considers geography to be of general importance for an educated
citizen. This has effectively influenced the curricula, emphasizing cognitive insight in geographical aspects, topography
and general understanding of man-land relationship. A higher level of critical insight, planning issues and higher intellectual
objectives can be reached with geographical topics. 相似文献
9.
Saif Salim Al-Qaydi 《GeoJournal》1999,47(4):583-586
Within universities there has developed a clear theoretical convergence between Geographical Information Systems (GIS) and
geography (Antenuccl, 1991). Studies have revealed that one of the qualified departments to teach GIS within universities
is the geography department. This study focuses on: the importance of establishing GIS as a major curriculum element within
universities. In geography departments, economic geography students require a strong statistical/mathematical background to
allow them to work with major databases. They should know how to design a specific database for economic activities, such
as agriculture and manufacturing, and tertiary industry and how to relate this database to a map, so that changes can be monitored
more accurately. In any aspect of geography spatial location is a key factor and GIS allows spatial patterns to be interpreted
with great facility. Therefore it is important that students have a good knowledge not only of computers and related software
on economic geography, but also on GIS systems (Burrough, 1993). The work of geography students from the United Arab Emirates
(UAE) and other Gulf Co-operation Council (GCC) geography departments is examined to evaluate the importance of training in
GIS technology. This paper evaluates the effects of implementing GIS as a tool in teaching economic geography. At present
there are 15 geography departments in the GCC which offer economic geography. Of those 15 departments, only 3 provide GIS
courses within their curriculum, and 4 have basic equipment, although 6 additional departments are to introduce GIS in the
near future.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
10.
Prof. Dr. Vladimir Maksakovsky 《GeoJournal》1990,20(1):49-53
Reforms are not new to school geography in the Soviet Union, having occurred in the 1930s, 1960s, and two times during the
1980s. During each reform there were two dominant concerns. First, there was the relationship of school geography to the social
order and second, the relationship between school geography and the scientific discipline of geography as it was developing.
The most recent reform, that of the late 1980s, promises to have far reaching implications for the teaching of geography.
This is partly the result of perestroika, but also the recognition that geography is a significant field of scientific study
in developing the student's fundamental knowledge of the world and related global issues. The combination of scientific approaches
with the examination of social, environmental and other problem issues is recognized as a major objective of geography in
the pre-collegiate education of Soviet students. 相似文献
11.
Sam Ock Park 《GeoJournal》2004,59(1):69-72
Korean modern geography emerged from the dark age of unfortunate Japanese colonial rule after liberation in 1945, and has grown rapidly since the 1960s. Modern geographical theories and methodologies were introduced to Korea by the Korean geographers who received PhD degrees in the United States and returned home to teach at universities in Korea, especially in the 1970s and early 1980s. American geography has influenced the progress of the modern geography in Korea in various ways — education systems, curricula for college students, training graduate students — and research methodologies in Korean geography during the last half-century have been directly and indirectly influenced by American geography. The influence has had, however, both positive and negative effects in the development of Korean geography. There is a tendency in recent years to reinterpret Western theories and concepts in the Korean context, considering distinctive regional and cultural characteristics. 相似文献
12.
Rod Gerber 《GeoJournal》1990,20(1):15-23
Geography in Australia has a heritage that is strongly British, but more recently has been influenced from other parts of
the world, such as North America and New Zealand. Its popularity has fluctuated and it is now under threat as a separate subject
in the compulsory years of schooling. In higher education, geography has retrieved lost ground to be a popular area of study,
but not a research area in the current national priorities. Geography plays a focal role in the general education of Australians.
It is a medium for education involving the education of people, about, in, and for the society and environment in which they
live. Through education, geography will enable people to explore their life-roles as learners, social beings, recreators,
producers, consumers and citizens. It will develop in people distinctive knowledge, thinking processes, attitudes and values,
and encourage participation in social and environmental actions. Teachers in secondary and higher education have differing
and distinctive roles. Being a geographer in Australia does have benefits including: working in an identifiable area of knowledge
maintaining a bridge across the physical and social sciences; the promotion of inquiry approaches and as a focus for the various
adjectival educations that have emerged. These are tempered by challenges such as: threats from emerging disciplines, current
national research priorities and the movement to social science education. Therefore, promotion of geography in Australia
needs to be much more forceful than it has until now. The work of groups such as the Institute of Australian Geographers and
the Australian Geography Teachers' Association needs to be co-ordinated more closely to develop a strong lobby for geography
in Australian education. 相似文献
13.
Andreas Kagermeier 《GeoJournal》2000,50(1):17-24
Transportation has been a bone of public contention for decades, the discussion ranging from traffic-calming measures in individual streets to the continual growth of global transport movements. In the last 20 years transport topics have also received increased attention within the discipline of geography, be it academic, professional or in schools, but the topics addressed by today's transport geography have almost nothing in common with the roots of the field. This means that transport geography is a handed-down, hyphenated sub-branch of geography in name only. In fact, the name refers to a field of geography that is experiencing not only all the birthing pains and uncertainties of a discipline in the process of defining a new direction for itself, but also the sense of excitement and thrill of the new. This paper sets out to show both the role transport geography plays as part of human geography with its concepts and paradigms, and also the role it plays within the political debate on transport. An appeal is made to geographers to become more involved in this branch of our science. 相似文献
14.
Klaus Schlichte 《Geoforum》2012,43(4):716-724
Non-state war actors have only recently become a subject of study in political geography while other social sciences such as political anthropology, sociology and political science have addressed this subject in their respective conceptual language. This article, drawing on empirical research on war actors in 14 countries and using data on a sample of 80 such groups, advocates using the language of political sociology, and in particular that of Max Weber and Norbert Elias, to study this form of contestation. It presents some major findings of an empirical analysis built on these conceptualizations. Written from a political science perspective it tries to link up to the discourse in other social sciences, especially in political geography. 相似文献
15.
Impact cratering is a geological process characterized by ultra-fast strain rates, which generates extreme shock pressure
and shock temperature conditions on and just below planetary surfaces. Despite initial skepticism, this catastrophic process
has now been widely accepted by geoscientists with respect to its importance in terrestrial — indeed, in planetary — evolution.
About 170 impact structures have been discovered on Earth so far, and some more structures are considered to be of possible
impact origin. One major extinction event, at the Cretaceous-Paleogene boundary, has been firmly linked with catastrophic
impact, but whether other important extinction events in Earth history, including the so-called “Mother of All Mass Extinctions”
at the Permian-Triassic boundary, were triggered by huge impact catastrophes is still hotly debated and a subject of ongoing
research. There is a beneficial side to impact events as well, as some impact structures worldwide have been shown to contain
significant (in some cases, world class) ore deposits, including the gold-uranium province of the Witwatersrand basin in South
Africa, the enormous Ni and PGE deposits of the Sudbury structure in Canada, as well as important hydrocarbon resources, especially
in North America. Impact cratering is not a process of the past, and it is mandatory to improve knowledge of the past-impact
record on Earth to better constrain the probability of such events in the future. In addition, further improvement of our
understanding of the physico-chemical and geological processes fundamental to the impact cratering process is required for
reliable numerical modeling of the process, and also for the correlation of impact magnitude and environmental effects. Over
the last few decades, impact cratering has steadily grown into an integrated discipline comprising most disciplines of the
geosciences as well as planetary science, which has created positive spin-offs including the study of paleo-environments and
paleo-climatology, or the important issue of life in extreme environments. And yet, in many parts of the world, the impact
process is not yet part of the geoscience curriculum, and for this reason, it deserves to be actively promoted not only as
a geoscientific discipline in its own right, but also as an important life-science discipline. 相似文献
16.
我国地理学发展的回顾与展望--地理学:方向正在变化的科学 总被引：25，自引：2，他引：25
我国地理学自新中国成立以来取得了辉煌的成就，在跨入21世纪之时面临着一系列挑战和重大任务。我国经济和社会的迅速发展，强烈地改变了我国自然结构和社会经济结构，我国及各地区的“人－地”关系协调和可持续发展是我们面临的重大任务，地理学是实现这些国家重大任务的重要支撑科学之一，肩负着责无旁贷的重任，有着广阔的发展空间。 相似文献
17.
Yuji Murayama 《GeoJournal》2004,59(1):73-76
Japanese geography has been greatly influenced by American academia since the Second World War. The first wave was the quantitative revolution, which occurred at the end of the 1950s. Sophisticated analytical techniques and fine spatial models were introduced to Japanese geography and used in empirical studies, especially in the field of urban/transportation geography in the 1970s. The second wave was the new geography in the 1980s, including behavioral, radical and humanistic approaches. The third wave was the GIS revolution in the 1990s, which has been promoting a problem-solving approach focusing on policy matters. In this paper, I discuss how American geography has impacted on the development of Japanese human geography during this half century. 相似文献
18.
Emma M. Wainwright 《Geoforum》2007,38(4):688-697
Recent and ongoing calls within labour geography and social and cultural geography have highlighted the importance of resistance, its spatial productions and manifestations. However, within this work, the geographical history of the factory system has been largely overlooked. Drawing upon Foucauldian theorisings in the fields of management and organisation, together with recent writings on the geographies of resistance, this paper takes Dundee’s jute industry at the turn of the twentieth century as its focus and explores how the workplace itself, and the very workplace discipline used to ensure a productive, efficient and hardworking workforce, engendered workplace protest among the industry’s working women. Writing through a number of modes and scales of protest within the workplace, within and between work groups, departments, mills and factories, and across the city, this paper adheres to an approach that carefully details the spaces and processes of resistance, paying careful attention to how union and non-union resistances operated and the geographies they worked through and created. 相似文献
19.
Nicholas J. Clifford 《Geoforum》2002,33(4):431-436
In a recent article, Thrift has presented an optimistic account of the future of Geography. While this reply is broadly supportive of his claims that Geography is more diverse, and has more to offer than ever before, it is less optimistic with respect to the prospects for the survival of Geography as a unitary academic discipline. Experiences over the last 20 years in the UK higher education, in particular, the 2001 RAE exercise, point to an unfavourable institutional climate for the discipline. Within Geography, the ever-increasing diversity of its subject matter and research philosophy poses problems for disciplinary identity. This is reflected in the more restricted perspective of the subject outside the universities, and is compounded by a weakening of the link between Geography in the universities and the schools. In these circumstances, serious attention must be given to the changing nature of the discipline, to its positioning with respect to other subjects, and to its relations with the wider world. At a time of academic, cultural, technological and social dynamism, there are, nevertheless, opportunities as well as dangers for the subject. Although this reply is an explicitly bleak one regarding the future, the implicit message is that Geography can (and should) still prosper. The more positive outcome, however, rests on an appreciation and nurturing of a more traditional geographical heritage than Thrift identifies, as well as a more creative view of the relationship between fundamental and applied research. 相似文献
20.
Pierpaolo Mudu 《GeoJournal》2007,68(2-3):195-210
In the last 20 years, the growth of Chinese immigration in Italy has increased, being characterized by multiple migration strategies linked to transnational economic activities. This has been particularly the case with the Chinese immigrant community in Rome, where many of these immigrants are involved in the restaurant or import–export business. In this context, the Chinese immigrant presence in the restaurant sector will be analysed in detail within a multimethod approach developed to explore the number, location and characteristics of all Chinese restaurants that were opened and closed since the 1970s. This exercise in economic geography is linked to other questions such as power and cultural relations, urban planning practices and the discourses of racism. The development and the geography of the Chinese restaurants allow us to understand not only how far or close they are to the mainstream Italian restaurant sector, but also the spatial trajectories of Roman Chinese in general within the urban landscape. As Chinese restaurants outside China have become a symbol of transnational Chinese identity, it is worth considering the real spatial practices attached to the construction and negotiation of this transnationality. 相似文献