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1.
《The Journal of geography》2012,111(4-5):142-153
Abstract This article demonstrates geography's role as an integrative discipline and its utility in connecting students to the world around them. A case study links China's demography and its geopolitics to the lives of U.S. students. The relationship of China's population pressures to its resulting economic growth, need for economic resources, and geopolitical efforts are examined using the concepts and holistic capabilities that are the academic strength of geography. 相似文献
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ABSTRACTThe aim of the article is to discuss whether a definition of economic geography as contextual analysis still is viable and relevant. The author argues that the definition remains the key to the production of high quality and social relevant research. He concludes that contextual analysis represents the competitive advantage of economic geography among other social sciences and the best position to demonstrate its relevance to the broader society. 相似文献
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面向21世纪的我国区域经济地理学科理论体系建设 总被引：15，自引：0，他引：15
通过分析影响我国区域经济地理学理论发展的因素,探讨了区域经济地理学科的研究对象,理论主线,主要分支理论以及学科理论框架等理论建设问题。文章提出劳动地域分工理论和经济地域运动理论同为学科理论基础;阐述了经济地域条件与要素的区别与联系;强调经济地域结构－功能研究与经济地域类型分析评价;在已有经济地域系统类型基础上提出地缘经济地域系统。在学科建设的原则中强调学科间交叉渗透与自主发展并重,指出本学科与区域 相似文献
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Globalization would appear to be a subject that easily could be addressed in geography classrooms, yet this is not always the case. In terms of pedagogy, many geographers are concerned whether the field has been adequately engaging various components of this topic (e.g., connectivity, core-periphery), especially in terms of making the subject matter relevant to students. This article presents the results of a recent course project situated at the intersection of city-level resilience to hazards and connectivity with the global economy, utilizing SWOT analysis. The student projects demonstrated that this comparatively simple analytical tool was a useful means for exploring and integrating key topics in globalization and urban-economic geography, while also facilitating a problem-based learning environment. 相似文献
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《The Journal of geography》2012,111(1):35-41
Abstract In urban geography courses, knowledge of a local area is especially useful for demonstrating geographic principles. These classroom examples are further enhanced when students conduct their own field observations, with direction from the instructor. This paper describes a field study of the metropolitan Atlanta area that is used in an intermediate geography class, in which students compare their observations of Atlanta with urban geography models and theories. I argue that the preparation of the project, and the completion of it by students, represents a valuable firsthand observation experience for both the instructor and the students. 相似文献
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《The Journal of geography》2012,111(6):571-577
Abstract This article describes a pilot project initiated in the fall term of 1993 that implemented and tested an interactive system of multimedia computer learning modules for an introductory human geography course. Modules actively involved students in learning and collaborative writing about topics illustrative of the breadth of contemporary human geography. Evaluation was achieved by means of analysis of student essays, electronic logs of student time spent in various portions of the system, and a comprehensive survey administered to students at the end of the term. This information suggests that the use of interactive multimedia lab modules can greatly enrich the learning environment for a wide range of students taking introductory human geography courses, though careful attention must be paid to ensure ease of use. The modules are now being refined based on these results; our hope is to make them available to other geography departments in the near future. 相似文献
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极化还是均衡:重塑大国经济地理的战略选择——城市规模分布变化和影响因素的跨国分析 总被引：1，自引：0，他引：1
关于国家空间发展战略,经济学家主张要素向中国沿海发达地区自由流动,而城市和经济地理学家则认为应对不发达地区发展给予支持。本文以国家尺度的城市规模分布来测度经济地理格局和城市化空间结构,综合运用截面和面板双重估计方法,探索了国家经济地理格局与国家规模的关系。结论显示,在控制了其他因素后,表征国家规模的人口规模和国土面积与国家经济地理的均衡分布呈现显著正相关,即大国的经济地理倾向于多中心均衡布局。机制在于,经济中心的辐射半径不是无限的,地理或者更准确地说是距离对于生产力和城市化布局具有重要作用。此外,随着经济水平的提高,国家经济地理格局呈现先极化后均衡的演化趋势;城市化率和非农产业比重的提高以及稳定的政治环境同样也会促进国家经济地理格局向均衡方向发展。再考虑到国家安全、社会稳定的政治诉求和中国地大物博的既有现实,本文政策启示是,大国的经济地理和城市化格局应该走适度均衡发展之路,国家采取空间干预政策促进中国不发达地区的发展有其合理性和必要性。 相似文献
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中国经济地理研究进展 总被引：5，自引：2，他引：3
进入21世纪以来,各国经济地理学家纷纷开始回顾本国经济地理学的发展历程,并对未来研究进行了展望。中国经济地理学在实践中形成了具有中国特色的“实践派”,并开始国际化。科学认识和总结中国经济地理学取得成就、发展过程和特点是推进学科发展的前提。为此,在阐释经济地理学的社会功能和社会功能基础上,以中文核心期刊和SSCI数据有关中国经济地理研究论文为依据,借助于科学知识图谱方法和工具,刻画了1994年以来中国经济地理学发展总体情况、研究团队发展情况、研究热点及主要研究方向进展,揭示了中国经济地理学演进的基本规律性。论文关键词共现分析表明：中国经济地理学研究具有很强的问题导向性,很好地引领和回应了中国区域发展的需要。高产作者合作网络表明：经济地理学与城市地理学研究相互影响,密不可分;同时,中国经济地理学界已形成了具有明确研究传统的研究团队。海外学者和中国学者有关中国发表的SSCI高被引论文引文图谱分析表明：尽管国际上有关中国经济地理学的研究主要由海外华人学者主导,但中国本土学者在重要理论范式构建也做出了重要贡献。在上述科学计量分析基础上,并结合专家咨询意见,总结了区域差异、产业聚集、空间联系研究、区位论与产业布局研究、交通地理、生产者服务业、功能区划与典型地区规划、能源与碳排放、贸易与投资、信息技术与互联网等经济地理学分支研究领域进展和发展趋势。最后提出,在未来的研究中需要妥善处理好继承优良传统与锐利进取自由探索、具体研究方向与学科发展、处理好区域性研究与理论深化、人文与经济等关系。 相似文献
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《The Journal of geography》2012,111(6):243-250
Abstract Teaching students to gain a spatial perspective is one of the most difficult yet important components of geographic education. This paper presents a series of activities designed to develop a more comprehensive understanding of spatial concepts among students in introductory geography courses. The activities and content are most appropriate for high school or university undergraduate students. An evaluation of these activities demonstrates that they enhance the student's spatial perspective and their understanding of the role of spatial concepts in geography. 相似文献
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《The Journal of geography》2012,111(4):146-157
Abstract Active learning strategies include a variety of methods, such as inquiry and discovery, in which students are actively engaged in the learning process. This article describes several strategies that can be used in secondary-or college-level world geography courses. The goal of these activities is to foster development of a spatial perspective in students through frequent analysis and interpretation of spatial data. Detailed examples of one particular technique, the “atlas warmup”, are included. Active approaches supplement expository teaching of standards-based geography concepts and current geographic issues. Assessment of the impact of these methods reveals the need for ongoing guided practice in the use of these skills. 相似文献
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《The Journal of geography》2012,111(5):191-198
Abstract English language development classes focus on teaching students of other languages how to speak, read, and write English. They must also prepare students to meet the many standards and requirements that are prerequisites to content classes, such as geography, and high school graduation. This discussion focuses on the integration of literacy and geography in a classroom with English language learners. A common English language development model, the “Into, Through, Beyond” model of learning, sets a foundation that integrates components of English language acquisition with language arts and geography standards. In turn, this approach to learning prepares the learners for success in social and academic arenas. 相似文献
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《The Journal of geography》2012,111(6):280-285
Abstract Successful curriculum development that will have impact upon individual American classrooms remains the key to maintaining the momentum of Geography for Life: National Geography Standards 1994. Teachers and students must be able to translate the national geography standards from the national stage to the local classroom setting to become geographically informed people. One example of this development for elementary urban geography is the Main Street lesson plan. It encourages observation and analysis required by Standard 4: The geographically informed student knows and understands the physical and human characteristics of places. After testing in a variety of Missouri classrooms, instructors thought that Main Street was a unique way of studying urban places and allowing students to gain a greater understanding of place. 相似文献
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《The Journal of geography》2012,111(2):39-46
Abstract Consistent with developments in American education pedagogy, geography educators have made great strides exploring a wide range of high- and low-tech methods for teaching and learning geographic concepts. This article draws on a qualitative analysis of essays in which college students discuss tenets of the National Geography Standards in the context of Jules Verne's Around the World in Eighty Days. Most of the students in this study reported that not only did their knowledge of the world increase after completing the course assignment but that their interest in the discipline increased as well. 相似文献
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《The Journal of geography》2012,111(6):238-244
Abstract Much has been written about sex differences in learning, but less attention has been paid to the impacts of gender—which is socially constructed—on learning geography. This article investigates whether differences in gender influence performance on a standardized test of geography knowledge. Undergraduate students in two large clases completed a standardized inventory of gender differences and then completed a standardized test of geography knowledge. The results of our analysis of the correlation between gender traits and geographic learning resulted in somewhat unexpected results, as well as a set of complex questions for further research on learning styles in geographic education. 相似文献
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《The Journal of geography》2012,111(3-4):142-152
Abstract This article discusses the contents and significance of the industrialization and economic development section of the Advanced Placement human geography course. It also describes how the course outline breaks into four sections the concern of economic geographers with the analysis of the spatial character of economic activity. In summarizing the content of these sections attention is given to links with other course modules and to the use of effective pedagogies for articulating key concepts. 相似文献
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《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
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《The Journal of geography》2012,111(3):164-171
Abstract As computers become commonplace in the nation's schools, interactive maps are finding their way into the geography classroom. Students can use electronic atlases to access information as well as use authoring software to produce their own interactive maps. Does this change in media correspond to better geography education for our children? This article addresses whether using interactive maps for gathering and presenting information can have a positive influence on learning geography content. A two-week experiment was conducted in five 7th grade classrooms. Students in four of the classes researched and produced map products using both traditional and computer-assisted techniques. The fifth class was a control group. A pretest and two post-tests were given to quantitatively assess student learning after each project. Also, students were given a qualitative questionnaire to determine their attitude towards the different techniques. Quantitative results of the study indicate that there was no significant difference in student post-test performance after using each of the techniques, but qualitative results suggest that students prefer using the computer techniques over the traditional methods for gathering and presenting information. 相似文献
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《The Journal of geography》2012,111(3):83-92
Abstract This article examines the use of concept mapping for formative and summative assessment of northeast Florida middle school students’ knowledge of human geography. The students were participants in an afterschool, academic, college reach-out program that provided opportunities to test concept mapping strategies that support spatial thinking and stimulate interest in human geography. The study documents the use of concept mapping for assessment of seventh graders’ achievement of a specific lesson and for students’ human geography achievement across all implementation grades. Concept mapping results provided insight into aspects of the curriculum and instruction where appropriate modifications could better facilitate meaningful learning. 相似文献