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John Kinniburgh 《New Zealand geographer》2010,66(1):74-84
The development of the revised New Zealand Curriculum provides an excellent opportunity to investigate GIS-based learning pedagogies within the social sciences classroom. The new curriculum privileges inquiry-based activities with a more participatory approach to learning, providing students with greater autonomy in their studies. This paper emphasises the value of GIS technology for extending student learning when situated within a problem-based learning (PBL) framework. Using GIS, students undertake geographic inquiry through meaningful learning grounded in constructivist learning theory. PBL is well suited as an instructional strategy for integrating GIS as students actively learn when presented with authentic, real-world problems. 相似文献
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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
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《The Journal of geography》2012,111(4-5):198-201
Abstract The International Baccalaureate Organiz-ation (IBO) is doing much to promote the teaching of geography in schools. Since its establishment in 1968 to provide a common curriculum and university entrance credential for children of a geographically mobile international com-munity, it has evolved and now includes schools in national systems all over the world. As part of the curriculum group Individuals and Societies, geography is the-matic in organization, human in focus, and comprehensive in coverage. The geo-graphy syllabus can prove challenging to both teachers and students. Workshops are provided in each region to introduce new teachers to the assessment standards and practices of the IBO. 相似文献
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实施课程思政是实现立德树人根本任务的重要途径。随着课程思政改革的深入推进,传统的教学模式在部分教学环节出现了“失效”的现象,亟需一套新的教学模式以适应课程思政改革的要求。世界地理是地理学专业的核心课程,全球百年变局、“一带一路”倡议、课程思政改革等多重背景为世界地理教学提供了新的契机,同时也赋予了新的使命。为此,融合多种国内外先进教学模式,构建了服务“一带一路”的世界地理课程思政“金字塔”教学新模式。提出以服务“一带一路”建设为教学宗旨;奉行教学与科研融合,理论与实践并重的教学理念;以知识、能力和思政的综合达成为教学目标;着力实施理论课程群体化、教学资源多样化、教学内容时代化和教学手段多元化四大建设举措。以期更好地培养具有“世界眼光、家国情怀、专业素养”的卓越拔尖人才,为服务“一带一路”倡议建设提供人才智力保障。 相似文献
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《Norsk geografisk tidsskrift. Norwegian journal of geography》2012,66(1):34-37
South African geography, like other subjects, has to undergo the arduous process of curriculum change in order to meet the demands of the new education system and to contribute to a broader agenda of national reconstruction. Changes within geography can shed light on the impact and implications of the new national curriculum on teaching subjects. The paper suggests that the introduction of environmental education into Curriculum 2005 offers geography educators the opportunity and the challenge to advance geographic knowledge. 相似文献
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《The Journal of geography》2012,111(6):251-260
Abstract This article is an overview of the curriculum reform in Switzerland in the 1990s. It describes the grass-roots reform process in geography education in upper secondary schools and its impact on the development of new teaching materials. These ancillary materials are based on teaching methods and strategies, the effectiveness of which are empirically shown by results. The teaching units complement the thematic and methodological aims in the national curriculum and the federal regulations and were designed through a partnership of teachers, teacher educators and scientists. They can be translated directly into the practice of teaching and are available free to teachers through the World Wide Web. 相似文献
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《The Journal of geography》2012,111(3-4):132-141
Abstract This article is an overview of the agriculture section in the outline of the Advanced Placement (AP) human geography course. It is intended to provide a more detailed framework on which teachers may develop their own curriculum for the AP class. Special emphasis is given to the practice of agriculture in contemporary industrial societies. It also encourages teachers to balance the cultural and historical views of agriculture contained in many textbooks with an economic and geographic focus. Agribusiness is also given special treatment. 相似文献
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MICHAEL F. GOODCHILD KAREN K. KEMP 《International journal of geographical information science》2013,27(4):309-320
Abstract Education has been part of the NCGIA's mission from the earliest discussions of the concept of the Center at the National Science Foundation. To respond to the need for short-term solutions to the shortage of adequately trained personnel in GIS, the Center developed a set of teaching materials or core curriculum. The steps in its development are described and an analysis of initial distribution statistics is presented. Current efforts to develop a framework for laboratory materials are outlined. The paper ends with an assessment of the project and comparison with other disciplines. 相似文献
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《The Journal of geography》2012,111(6):221-232
Abstract This article addresses the development of a conceptual model of fieldwork practice and the creation of an associated set of skills for the geosciences. The set of eight generic and seventeen specific skills is applied in two international field courses to demonstrate the utility of such a skills-centered model across a broad range of venues, curricula, and students. Both concept and practice from U.K. and U.S. universities have been welded as a means of internationalizing curriculum development. Further, it is suggested that there is merit in faculty viewing their field teaching within the framework of the whole subject curriculum such that field courses and sites are viewed as much for their contribution to the overall skill set as their support for the classroom topic. 相似文献
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城市研究的范式在大数据和人工智能的影响下已经发生了巨大变化。本文根据城市研究及地理信息科学的发展历程和学科脉络,提出城市空间信息学是社会和产业需求导向的一个新兴知识领域,也是融合式研究趋势下地理信息教学和研究的一个发展方向。城市规划和地理信息科学两大类专业虽然具备孵化出城市空间信息学人才的学科基础,但是其学科体系都需要较大的改变才能实现突破;从现有的学科设置的体系看,地理空间信息工程专业由于提供了同时培养学生系统思维、空间思维和计算思维的框架,具备发展城市空间信息学本科教育的入口。本文在此基础上提出了城市空间信息工程本科专业的培养方案设计思路,期望能够对城市空间信息学的学科发展以及教学研究带来讨论契机,并推动地理信息学科和城市规划学科的可持续发展。 相似文献
12.
《The Journal of geography》2012,111(5):269-275
Abstract Many of the “new” social studies curriculum projects emphasize strategies for teaching-without-telling, and traditional materials are being adapted to promote more inquiry-oriented learning experiences. While this article explores the potential for using the television medium in a relatively nonexpository manner, the techniques described are applicable at all educational levels and with other instructional materials. The authors believe that the key to the development of more meaningful geographic concepts and generalizations is active pupil involvement in hypothesizing, observing, and selecting evidence upon which to make inferences and draw conclusions. 相似文献
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我国高校世界地理课程改革与发展再认识 总被引：1，自引：1，他引：1
本文简要回顾与反思我国高校世界地理课程发展历程以及全球化，信息化形势下课程改革与发展态势。从教育理念创新，课程结构创新，教材内容创新，教学方法创新等不同维度，探讨世界地理课程改革策略与方法，以其科学教育与人文教育的融合，以及自身丰富的科学。文化，生活内涵和个性化特色，推进课程教学创新与可持续发展。 相似文献
15.
Suzanne Baldwin 《New Zealand geographer》2012,68(3):211-218
The design of a school‐based geography curriculum presents opportunities and challenges for teachers in New Zealand secondary schools. This article discussed the considerations that teachers need to make when developing a school‐based curriculum that is suited to the needs and interests of the students in their school and community. An example of a programme that has been developed to meet the needs and interests of students in a particular secondary school in Christchurch, New Zealand, was outlined. 相似文献
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This paper discusses a secondary school education initiative focussing on environment and sustainability centred on a small urban stream. This initiative has passed through an engagement stage, involving the community and other schools, and is now being embedded in curriculum learning. A cross‐curricular learning programme has been trialled and points the way toward new types of educational models within secondary schools in accord with opportunities offered by the new school curriculum. Moreover, these opportunities have wider benefits across the primary, secondary and tertiary sectors as well as within the community. These benefits include vertically structured place‐based education, win‐win partnerships, rationalising of local resources and leadership and networking. Further developments within the context of integrated catchment management are ongoing. 相似文献
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除了工业发展的动力之外,旅游作为一种市场动力,已被证明可以有效引导乡村城市化的实现。因此,在旅游发展的引导下,乡村城市化背后的驱动力以及各动力主体之间的作用关系亟待新的探索和突破。文章引入“国家―市场―社会”作为分析城市化驱动力的三元框架,以云台山景区内的乡村为例,通过观察、访谈等定性研究方法,认为在旅游发展所引导乡村城市化的背后,国家、市场、社会这三元动力在动力主体、作用发挥、角色扮演上和原本框架中各个动力的所指相比都已经发生了转变,主要体现在市场动力从市场供给一方转变为市场需求一方,社会动力从村民组织转变为村民个体。通过案例的实证分析,总结出了地方政府、需求市场、村民个体作为旅游发展引导下乡村城市化的三元驱动力,“地方政府―需求市场―村民个体”的分析框架也是对“国家―市场―社会”分析框架针对具体研究问题的有效修正和补充。 相似文献
19.
With increasing numbers and types of nature reserves (NRs), objective evaluation and comparison of the effects of different nature NRs on conservation efforts are of great importance for protecting species diversity, ensuring reasonable national economic input, and adjusting government management schemes. Developing a method for the combined assessment of flagship or umbrella species and ecosystem quality will improve the evaluation of NRs. However, it is also important to establish a new framework for rapid evaluation of ecosystem quality, supported by the advantages of scientific, economic, and regular principles. Here, we proposed a new framework that incorporates the novel concept of ideal references into evaluation systems, which will facilitate the comparison of results from different periods and regions. Furthermore, from the perspective of making the framework as objective, rapid, and economical as possible, we recommended some key ecological indicators, such as net primary productivity, soil organic matter, plant diversity, for use in the new evaluation framework. The new framework, referred to as “ideal reference and key indicators” (IRKI), can sufficiently meet the requirements for the rapid evaluation of ecosystem quality both regionally and nationally. Furthermore, IRKI can identify the restoration potential and restoration periods of NRs, thus facilitating the rational distribution of resources and enhancing the protective effect. There are many types of NRs in China, and it is necessary to partially alter the assessment methods or parameters for different types of NRs. Overall, IRKI provides a simple, clear, and comparable framework that will strongly enhance the conservation of protected areas (PAs) and facilitate the standardization of management practices. 相似文献
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新时期区域规划的基本任务与工作框架 总被引：3，自引：0，他引：3
进入21世纪,中国新一轮区域规划蓬勃兴起并得到广泛开展,但研究人员对区域规划的基本任务及工作框架的认识并不统一、明确。在总结和梳理区域规划特点、国家需求及既有区域规划经验和成果的基础上,提出了新时期区域规划10项基本任务,即:区域整体功能定位,城镇体系建设布局,交通、能源等基础设施布局,产业分工与空间布局,水土资源开发、利用与保护,生态环境保护与治理,科教文卫资源整合与人力资源开发,区域发展的政策体系,区域规划实施的保障机制,需统筹协调解决的其他重大问题。根据上述基本任务,可以建立新时期区域规划的参考工作框架,该框架体系包括5个工作阶段:系统分析阶段,模拟和预测阶段,规划发展阶段,协调决策阶段,跟踪调控阶段。在此框架下,对区域规划各阶段工作目标和重点进行了深入阐述。 相似文献