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1.
文化地理学研究范式的探索程度,关涉文化地理学学科建设的深度,也是文化地理学科学研究是否成熟的标志。改革开放40多年来,中国文化地理学取得了前所未有的成绩。但时至今日,学科内外依然对文化地理学的研究范式存在争论和疑虑。以文化研究的“弱范式”和“强范式”为切入点,对弱、强范式内涵进行了梳理和界定,并对中国文化地理学研究范式进行解析,认为传统文化地理学和新文化地理学在本质上契合文化研究的“弱范式”和“强范式”,在实践中虽然每个范式都引发了争论,但也存在内部张力和延展可能,不应看作是范式的“断代”,将其理解为基于“范式选择”和“阐释效能”内涵更符合实际。在当前流动性和文化混杂性背景下,传统分割式单一范式思维不能较好地回应文化地理发展的新内涵,文化地理学范式探索应该是一个动态且需要不断确立学术话语权的过程,探索“时空综合视角”下的“混杂融合”范式更加符合新的时代诉求。未来中国文化地理学界需要超越“范式分割”和“阶段性求安式”的惯性思维,重新定位和精准把握文化地理学的时代使命和学术承诺,提升文化地理学范式解释能力,赋予文化地理学与时代匹配的范式内涵。 相似文献
2.
Jeffrey S. Smith 《The Professional geographer》2003,55(1):18-30
As of the year 2000, the Cultural Geography Specialty Group of the Association of American Geographers had 465 members and ranked fourth overall in total membership within the association. Furthermore, cultural geographers had the second fastest growing specialty group between 1993 and 1998, after the Geographic Perspectives on Women specialty group. In spite of this demonstrated overwhelming appeal among geographers, to date, no one has systematically analyzed the subdiscipline of cultural geography to determine such things as its links to other aspects of the discipline, its major scholarly contributions, its most highly regarded publication outlets, its notable practitioners, and its most recognized departments. As the ranks of cultural geographers have swelled, the subdiscipline has become multifaceted. This article contextualizes and interprets the results of a survey sent to members of the 1998–1999 Cultural Geography Specialty Group. Outcomes include Louisiana State University and the University of Texas at Austin listed as offering the strongest cultural geography departments, Wilbur Zelinsky being deemed the subfield's most outstanding living practitioner, and the Annals of the Association of American Geographers named the journal that best meets cultural geographers’ needs. 相似文献
3.
从新文化地理学重构人文地理学的研究框架 总被引：17，自引：0，他引：17
指出TerryG Jordan等人在“Thehumanmosaic”一书中所提出的、并被国内人文地理教科书所采用的分析框架仍然属于传统人文地理学的分析框架 ,偏重于文化生态学和文化景观学派。而deBlij等人在“Humangeography :culture ,society ,andspace”第 6版教科书中所出示的框架图 ,显示出人文地理学研究问题和思路的新变化。新文化地理学的发展使人文地理学研究框架的重构问题突显出来。作者尝试将传统人文地理学和新文化地理学结合 ,利用 5个复数概念 :属性 (attributes)、空间 (spaces)、时间 (times)、方法 (approaches)和世界(worlds) ,构建了ASTAW框架。该概念框架的排列组合关系 ,可用以指导人文地理学问题的建构和研究路径 ,丰富以往人文地理学的内容体系 ,具有相应的时代应用价值。 相似文献
4.
《The Journal of geography》2012,111(1):17-23
Abstract In the technological world of the Twenty-first Century, students must be information literate. They must have the skills to access, evaluate, and utilize information needed in their undergraduate experience and in their future endeavors. It is important for Geography majors to acquire these skills as part of their undergraduate education. At one institution of higher learning, information literacy learning is embedded in the Geography curriculum. An online instrument to assess information literacy skills is used to evaluate seniors. In this article, goals for information literacy, the creation of the information literacy assessment instrument and the results of assessment testing are discussed. 相似文献
5.
Lex Chalmers 《New Zealand geographer》2005,61(2):148-157
Abstract: Expressions of dissatisfaction about the post‐compulsory Geography curriculum in the early 1970s were unusually concerted, leading to the creation of a National Geography Curriculum Committee. This essay reviews this history and the resulting Syllabus for Schools: Geography Forms 5–7 as a prelude to a discussion of contemporary curriculum development. The essay argues that curriculum development from 1975 and the ‘education reforms’ of the late 1980s failed to produce conditions in which satisfactory outcomes for a Geography curriculum can be assured in 2005, and that a new and concerted period of participation in curriculum discussion is required. Some goals for this process are outlined in the final section of the paper. 相似文献
6.
《The Journal of geography》2012,111(4):444-452
7.
《The Journal of geography》2012,111(2):110-114
Abstract This paper summarizes the objectives and content of a course entitled “Geography in an Urban World,” given at Simon Fraser University. It outlines the manner in which this course is offered; teachers may be interested in this particular way toward a more relevant and meaningful geography. 相似文献
8.
《The Journal of geography》2012,111(4):453-458
Abstract In 1992, the State of Alaska Department of Education embarked on a standards-writing process as part of its Alaska 2000 reform effort. Supported by a Frameworks Grant from the U.S. Department of Education, standards were written in geography, government/civics, and history during 1993 and 1994. This article highlights an extensive statewide public consensus process used to generate the Alaska 2000 Geography Standards, which were modeled after Geography for Life: National Geographic Standards 1994. 相似文献
9.
《The Journal of geography》2012,111(4):155-160
Abstract Reform in geography education, as reflected in Geography for Life: National Geography Standards (1994) for the U.S.A., favors a constructivist approach to learning. This study examines the acceptance of this approach among students in two upper secondary schools in China. A lesson was developed to illustrate interactive problem solving methods. The students reacted positively to the lesson. The instructional practices stimulating their response and the potential for problem solving geography educational methods in China are discussed. 相似文献
10.
《The Journal of geography》2012,111(5):524-526
Abstract GEO-Teach is a project funded by the Fund for the Improvement of Preservice Education (FIPSE). The project aims to develop a model preservice curriculum at the secondary level. It incorporates the newly published National Geography Standards and merges content with pedagogy through partnerships with faculty in education and other social and behavioral sciences to deliver the curriculum. School teachers act as mentors to students in the program. 相似文献
11.
《The Journal of geography》2012,111(5):263-264
Abstract Oklahoma, A Guide to the Sooner State. Compiled by Kent Ruth and the staff of The University of Oklahoma Press, University of Oklahoma Press, Norman, Oklahoma, 1957. 532 pp. $5.95. Virginia Creed. Life in Europe: France. The Fideler Company, Grand Rapids, Michigan, 1956. A supplementary geography text book on France, one of a ten-book series entitled Life In Europe. 160 pages with illustrations, glossary, and index. $3.28. G. Etzel Pearcy and Associates. World Political Geography. Thomas Y. Crowell &; Company, New York, 1957, pp. 734. J. Paul Goode; Edward B. Espenshade, Jr. (ed.). Goode's World Atlas, 10th edition. Rand, McNally and Company, Chicago, 1957, xvi and 272 pages including 160 pages of maps. 相似文献
12.
《The Journal of geography》2012,111(3):152-155
Abstract Teaching the Interpretation of Maps and Landscapes Through Examples From Four Books Feminism and Geography: The Limits of Geographical Knowledge by Gillian Rose Minneapolis, MN: University of Minnesota Press. 205 pp. Paperback, $17.95. ISBN 0-8166-2417-6 (pb). 相似文献
13.
《The Journal of geography》2012,111(6):244-245
Abstract Geography occupies a prominent position in the high school curriculum in China. The syllabus for geography, as for other subjects, has been centrally prescribed since the early 1900s but during the last 40 years it has undergone major changes. The current syllabus, which covers both human and physical aspects of the subject, also embraces people-environment and resource issues. Obstacles to the further development of the subject include a lack of qualified staff, wide variations in educational standards, and the fact that geography, although a “required” subject in some years, is not yet a compulsory subject in the University Entrance Examination. Gradually these problems are being addressed and there are grounds to be optimistic about the future of the discipline at this level in China. 相似文献
14.
《The Journal of geography》2012,111(1)
Abstract The National Geography Standards must be relevant to everyone associated with educational reform. The special advantage enjoyed by geography during the last administration is slipping away. The focus has shifted from the national to the local level. One way geography can demonstrate its relevance is to strengthen its ties with environmental education. 相似文献
15.
《The Journal of geography》2012,111(4-5):226-232
Abstract The geographic skills, as outlined in Geography for Life, provide an avenue for assessing students' work in geography. If used across the scope and sequence of the curriculum, a common scoring guide based on these skills offers opportunities for students to demonstrate their ability to use inquiry approaches to study geography and to improve those abilities over time and over different geographic questions. If used consistently, a geographic skills scoring guide can also help to communicate to a broader audience of parents, administration, and the public as to what the discipline of geography encompasses. 相似文献
16.
《The Journal of geography》2012,111(4):163-178
Abstract During academic year 1999–2000, the Geography Department at Michigan State University (MSU) launched a program of online geography courses. Since then, four undergraduate online geography courses have been collectively developed and delivered to over 4,500 domestic and international students in association with MSU's Virtual University Design and Technology (vuDAT). The creation of each virtual course has taught valuable lessons concerning course development and administration; interactions with students have shed insight on course structure, content, and instruction. This article addresses development, management, and pedagogic concerns pertinent to the operation of online geography courses and offers suggestions to others who wish to develop online courses. Preliminary evidence on the effectiveness of these courses is also presented. 相似文献
17.
《The Journal of geography》2012,111(4):211-212
Abstract This article advocates that geography teachers undertake field studies of human systems with their students. A field trip process is described that helps teachers to guide students to explore and analyze a real human system with the expressed goal of building skills that can transfer to and complement a wide range of geographic learning tasks identified in Geography for Life: National Geography Standards 1994. Students are taken to a human system, such as a supermarket or a hotel. In groups, students interview as well as tour with a representative of a key department of the human system. Using teacher-supplied materials, groups create models or visual schematics of the whole human system they studied. The model must show the complex as a collection of interdependent elements with distinct functions. The learning outcomes achieved by students are a collection of geographic skills ideal for transfer to subsequent geographic investigations of urban places and or regions. 相似文献
18.
世界遗产的内容与人文地理学的研究范畴极为相似.从类型上看,世界文化遗产、双重遗产与文化景观,以及人类非物质文化遗产代表作都包含不同成分的人文要素在内;世界遗产内容的构成与人文地理教科书的结构相似,二者的研究对象互相包容,教学宗旨同一.作为最佳例证,世界遗产应该在历史地理、文化地理、旅游地理及人地关系等人文地理各分支学科... 相似文献
19.
《The Journal of geography》2012,111(5):519-523
Abstract This paper discusses a model program for preparing secondary geography teachers in the Department of Geography at the University of Northern Colorado. The key feature of the program is the presence of an outstanding secondary teacher in residence throughout the year who team-teaches the Teaching Methods in Geography and World Geography courses with geography faculty, modeling effective ways of teaching the subject. Students are paired with Colorado Geographic Alliance teacher-consultants in summer institutes and for student teaching. Analysis of formative evaluation data collected through the third year provides some measure of the program's success. Students have responded favorably to the use of a variety of teaching strategies, the opportunity to discuss with faculty why certain strategies are utilized, and how their own constructed lessons have worked in their student teaching. They have also reported that their understanding of geography has improved from taking the team-taught courses. 相似文献
20.
Making the Connections: Infusing the National Geography Standards into the Classroom 总被引：1，自引：1，他引：0
《The Journal of geography》2012,111(4):459-461
Abstract How will the National Geography Standards change the way teachers teach? The Standards will provide teachers with a geographic perspective that will enable them to teach improved geography content while building geographic skills and knowledge that will benefit their students for the rest of their lives. By taking a fresh look at the content in the curriculum from a geographic perspective, teachers can make connections between the Geography Standards and our own classrooms. The Standards provide information and strategies for teaching geography. They can be used to create lessons which offer opportunities for students to “do” geography and apply the skills they are learning. 相似文献