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1.
《The Journal of geography》2012,111(3-4):93-97
Abstract The College Board's decision to add human geography to its Advanced Placement (AP) program is an exciting development for teachers at all levels who are concerned about the state of geographical understanding in North America today. Yet as discussed in an earlier edition of this journal (Murphy 1998), the successful implementation of AP human geography is contingent upon meeting formidable pedagogic challenges. These challenges are the product of the discipline's relatively low profile in many high schools (particularly in the United States), the lack of extensive geographical training on the part of most high school teachers, and the scarcity of good geographical reference materials in many classrooms and libraries. 相似文献
2.
《The Journal of geography》2012,111(3-4):169-172
Abstract The new Advanced Placement (AP) human geography course is a wonderful opportunity to ensure the availability of high quality geographic education for high school students. As with any course, in addition to the students' interest and ability, their success is also closely linked to the teachers' preparation. In order to be as well prepared as possible, most AP human geography teachers want and need to know several things in addition to the course content. Questions addressed include how to promote the course, who to promote it to, necessary geographic background for both students and teachers, recommended texts and other resources, how to prepare students for the examination, and how to incorporate the course into the school curriculum. 相似文献
3.
《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
4.
《The Journal of geography》2012,111(3):108-119
AbstractThis article introduces the geographic information systems (GIS) in-service teacher training, focusing on the intersection of technological, pedagogical, and content knowledge (TPACK) for successful implementation of GIS in the classroom. Eleven social studies teachers in Georgia learned GIS technologies, inquiry-based learning, and social studies so that they could create technology-enhanced and inquiry-based lessons using GIS technologies. This article reports participating teachers’ opinions and attitudes of the TPACK-based GIS training. It also reports useful pedagogical methods of introducing GIS technologies to students and additional support for teachers to help them use GIS in their classrooms more often. 相似文献
5.
目的 探讨平均血小板体积等参数在急性胰腺炎病程中变化的临床意义及其对治疗效果评估的价值。方法 回顾性分析53例轻症急性胰腺炎（MAP）患者、25例重症急性胰腺炎（SAP）患者和40例健康者（对照组）的临床资料,检测平均血小板体积（MPV）、血小板计数（PLT）、血小板分布宽度（PDW）、白细胞计数（WBC）、C反应蛋白（CRP）及血清钙离子浓度（Ca2+）等指标。比较并分析上述指标在急性胰腺炎病程中及治疗前后的变化。结果 与对照组比较,急性胰腺炎患者入院时MPV显著升高,差异具有统计学意义（P<0.05）;与MAP组比较,SAP组入院时MPV明显升高,差异具有统计学意义（P<0.05）;SAP组中,MPV在入院后第3天较入院时进一步升高,至入院第5天、第7天逐渐下降;SAP组中,MPV在病程中各时间点与MAP组比较均显著升高,差异有统计学意义（P<0.05）;与治疗前比较,急性胰腺炎患者治疗后MPV显著降低,差异有统计学意义（P<0.05）。结论 急性胰腺炎患者平均血小板体积与病情严重程度及治疗效果相关。 相似文献
6.
《The Journal of geography》2012,111(3):157-160
Abstract Ideally the test questions we give to students reflect our educational objectives. Recent curriculum developments in geography show a change in these objectives, from an emphasis on imparting knowledge towards a greater stress on involving students in solving geographic problems. Most teachers, however, are accustomed to writing questions which measure factual knowledge. What kinds of questions can we ask which would be better aligned with our objectives? This paper is an attempt to indicate some such questions. It discusses aspects of test design, item classification, and styles of presentation which facilitate the preparation of tests measuring a variety of objectives. It also comments briefly on student performance on different kinds of items. 相似文献
7.
《The Journal of geography》2012,111(6):11-26
Abstract Among the many instructional media techniques available for use in geographic education, slides are probably more frequently utilized than most other visual aids. Unfortunately, all too often not enough attention is given to establishing objectives and, then, organizing the slides accordingly for effective learning. In this paper a media technique which has not been generally exploited in geographic instruction, the photograpihc essay, is examined. The procedures for planning and executing a photo essay are explained along with a discussion of some basic principles of photo composition. It is proposed that both students and teachers at the elementary and secondary level will find this learning activity stimulating and fun. 相似文献
8.
《The Journal of geography》2012,111(5):527-529
Abstract This article deals with the issue of providing geographic training to prospective teachers from the perspective of a secondary school teacher who also teaches a social studies methods course. Research in educational journals provided a background for describing the lack of geographic training among social studies teachers. While the National Geographic Society's alliance network is addressing this issue among practicing teachers, there is still a need to include some geography training for preservice teachers. Suggestions are offered for including geography within the context of the social studies methods course. A plea is also made for geography professors to include the new National Geography Standards in their courses, especially in introductory courses. 相似文献
9.
《The Journal of geography》2012,111(3):412-418
Abstract The regional atlas is an important educational resource that needs to be updated on a periodic basis to remain current and valuable. Contemporary advances in digital cartography and digital information dissemination are offering opportunities to rethink the traditional hard-bound paper atlas when working towards a new edition. It is argued in this paper that innovative atlas work ought not be undertaken without market research, including user consultation. This paper presents the results of a user survey conducted in British Columbia, Canada, to solicit educators' attitudes towards regional atlas content and design, including educators' reactions to digital atlases. Where appropriate, results are compared to a previously conducted user survey of the general public and other interest groups including grade 10 high school pupils. We learned that high school teachers in British Columbia are not ready for a digital atlas unless it also is published in paper format. Any digital initiative must also be hardware independent. We learned further that teachers emphasize simplicity and that they value high quality and up-to-date information presented in a clear and concise manner. 相似文献
10.
《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
11.
《The Journal of geography》2012,111(3):112-116
Abstract This map contest is an exercise in geographic education for fourth grade students. It is sponsored by a grassroots, nonprofit environmental organization to raise the awareness and appreciation of students to the special features of their home region. The maps illustrate some aspect of the living resources or history of the region. As a case study of the map contest, this paper describes its design, publicity, appeal to teachers, judging of entries, and role of volunteers. It considers the research on map skills among young students and ways in which the contest supports geographic education. 相似文献
12.
《The Journal of geography》2012,111(3):105-112
Abstract Geography teacher preparation is an ongoing problem for the discipline. Changes in certification requirements and federal and state educational policies have diminished the role of colleges and universities in educating teachers. At the same time, geography education reform efforts have resulted in higher standards and an increased quantity of geography in the curriculum, pre-service programs have failed to produce an adequate supply of highly qualified geography teachers. This paper suggests that geographers implement geography mentoring programs to improve the quality of geography instruction in early-career teachers. A model developed for the National Geographic Society is described. The model uses Teacher Consultants as mentors to assist novice teachers at the stage in their development when they are most ready to improve practice: between years two and five of their career. 相似文献
13.
《Norsk geografisk tidsskrift. Norwegian journal of geography》2012,66(3):126-137
An interest in culture developed in human geography from its beginning. It was rooted in a conception of 'geography as a science of places, not of men' (Vidal de la Blache), and focused on the study of man/milieu relationships through the analysis of landscapes or genres de vie , the origin and dispersal of agriculture, and the regional diversity of the earth. A neo-Weberian orientation appeared in the 1960s, but the main shift occurred in the 1970s, with the adoption of phenomenological or critical perspectives. The new cultural approach modernises the traditional orientations in the field, explores the meaning that people give to their spatial experience, and introduces new questions about the epistemological foundations of geography as a scientific discipline. In order to understand how society is produced and reproduced and how significance is given to the world, the new approach stresses the role of communication in cultural processes and spatial organisation. 相似文献
14.
《The Journal of geography》2012,111(6):307-308
Abstract This article describes various materials on the World Wide Web that can be effectively utilized in courses on natural hazards and physical geography. Specific Internet addresses are provided for teachers who wish to access various hazard warnings, satellite images, hazard vulnerability maps, reports, and other data concerning geophysical, hydrologic, and meteorological hazards. Suggested strategies for classroom use of this information are also provided. References are made to previous articles in the Journal of Geography that can provide guidance for teachers using the abundant hazards data accessible via the Internet. 相似文献
15.
《The Journal of geography》2012,111(1):37-38
Abstract Geography is one of the subjects offered toward a diploma of the International Baccalaureate Organization. Like the others, its syllabus is regularly reviewed and revised to remain current. The advent of a revised syllabus brings overlap that can be challenging for teachers. The syllabus that is now coming to an end was described in 107(4–5) of the Journal of Geography. The present article compares that syllabus with the new one and, particularly, the demands the new syllabus will place on teachers and students alike. 相似文献
16.
《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
17.
《The Journal of geography》2012,111(5):505-512
Abstract The University of Alabama is now offering a new and innovative, five-semester program that provides preservice teachers with both knowledge of and skill in using strategies and teaching methods associated with general and special education. The goal of the Multiple Abilities Program (MAP) is to enable teachers to accommodate the wide range of learning styles and developmental readiness for instruction of all learners in a given classroom, regardless of the labels with which the children are identified. This article describes MAP in light of the geography strand of the MAP curriculum. MAP students work with five topics in geography, which they use to develop a greater understanding of how authentic teaching and learning of geography are mediated by cognitive, affective, and social needs of children. MAP students take a particular topic in geography and design and implement instruction for it by creating authentic learning activities that offer elementary school students an opportunity to explore the topic. The variety that is systematically planned into the activities is the major means of accommodating differences in cognitive ability, learning style, level of physical and social development, and cultural, ethnic, and socioeconomic diversity. 相似文献
18.
《The Journal of geography》2012,111(5):231-232
Abstract Effective use of time has become even more critical in today's classrooms. Creating geographically literate students by the year 2000 presents some dilemmas for teachers who are faced with expanding curricula. Developing an efficient, meaningful means of teaching geographical features to help curb geographical illiteracy is a possibility. A group of college instructors and more than 75 preservice elementary teachers experimented with an idea that effectively integrated geography, vocabulary development, writing across the curriculum, and the visual arts. Their successful and time-saving idea can be incorporated into any upper elementary to high school classroom committed to teaching children about geographical features. 相似文献
19.
《The Journal of geography》2012,111(8):483-486
Abstract Although subsistence agriculture may receive little attention in the classroom, it employs the majority of the world's farmers. One way to emphasize the importance of subsistence agriculture in class is to use a simulation game such as the Subsistence Agriculture Game, which allows students to play the role of actual farmers in Central America. The Game represents a new teaching technique available for use and further investigation by geographers. 相似文献
20.
《The Journal of geography》2012,111(4):471-477
Abstract With the publication of Geography for Life: National Geography Standards 1994 in October 1994, geography has taken a big stride forward in demonstrating to teachers the breadth and significance of its discipline. This talk focuses on three aspects of geographic reality in the lives of teachers and students, under the title of “The Geographic Imperative.” Consideration of the Imperative and three axioms is intended to support the fullness and classroom utility of the Geography Standards. 相似文献