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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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《The Journal of geography》2012,111(5):163-172
Abstract One of the primary missions of our university is to train future primary and secondary teachers. Geospatial sciences, including GIS, have long been excluded from teacher education curriculum. This article explains the curriculum revisions undertaken to increase the geospatial technology education of future teachers. A general education class introducing geospatial technology to the general student body has been developed, a cartography class has been modified to provide applied geospatial experience explicitly for future teachers, and a service learning partnership with local K–12 schools has been established where students are working with teachers to integrate geospatial sciences in their academic programs. 相似文献
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Paper-Based GIS: A Practical Answer to the Implementation of GIS Education into Resource-Poor Schools in South Africa 总被引：2，自引：2，他引：0
《The Journal of geography》2012,111(4):148-157
Abstract Geographical information systems (GIS) were phased into the geography curriculum of South African schools from 2006–2008 as part of the National Curriculum Statement (NCS) for grades 10–12. Since its introduction, GIS education in schools across the country has been met with a number of challenges including the cost of purchasing the hardware and software required to elucidate the basic concepts of GIS to learners. This article examines the introduction of GIS education in schools in South Africa. The development and distribution of a paper-based GIS educational package for resource-poor schools in the country is also highlighted. Preliminary educator and learner evaluations of the paper-based GIS package are discussed and the broader learning opportunities and benefits associated with flexible teaching mechanisms are examined. 相似文献
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ABSTRACT. Recent attempts by U.S. politicians to reform the nation'sschools have shifted the goal of education to school accountability as assessed in standardized testing. Such an emphasis undermines geographical education in schools because of geography'ssuperficial representation in tests and in the social studies curriculum. Fieldwork done in the classroom can point to means of circumventing this dilemma. Collaborative fieldwork between college faculty members and public‐school teachers has the potential for adding geography to the social studies curriculum in a substantive way. Work conducted jointly by Hartwick College and the Oneonta (New York) Middle School exemplifies such a partnership. 相似文献
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面向可持续发展的师范院校环境教育分析 总被引：1，自引：0，他引：1
调查发现,可持续发展教育在师范院校滞后于中小学教育、环境类课程设置未形成常态、相关课程教学形式单一及教学效果不佳、缺乏可持续发展教育的良好校园氛围。因而师范院校有必要重建面向可持续发展教育的环境教育学科体系,完善课程设置,强调渗透教育,将环境教育实践纳入师范教育实践计划、落实环境教育的必修课地位、丰富课堂形式、鼓励与引导师范生积极参与环保实践活动。 相似文献
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《The Journal of geography》2012,111(5):203-205
Abstract Many student geography organizations or clubs associated with colleges and universities undertake community service projects each year to meet local needs and to gain recognition within the community. A uniquely geographical project of playground map painting provides a great community service and goes one step further by incorporating elements of quality service-learning for the geography club members. Painting projects for large school playground maps of the world, United States, or home state are student-planned and student-run. The final painted map can be used for geographic education in elementary schools by conveying basic spatial and geographic relationships. This article will detail a proven method of producing a colorful, useful playground map that can be employed by geography clubs as a service-learning activity and used by educators in elementary schools. 相似文献
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使用基于Rhino平台的UNA工具包,从住宅楼层面对大连市沙河口区幼儿园、小学和初中3类基础教育设施的空间可达性进行分析,并提出布局优化措施及新增选址方案。主要结论如下：① 各类基础教育设施空间分布不均,存在重复与缺失并存的现象;设施与住宅楼空间分布“错位”现象严重。② 各类基础教育设施均存在服务范围内住宅楼数量较少的问题,学区内的学生上下学需要耗费较长的路程与时间,若设施仅服务于规定服务范围内的居民,则部分设施会存在利用不足的情况。③ 在规定服务范围内,初中的可达比重最大,其次是小学和幼儿园。在规定服务范围外,幼儿园可达性为差及以下的比重最大,其次是初中和小学。④ 设施布局主要存在2个问题：设施供应不足和设施利用不足,对此提出相应的优化思路。并在考虑可达性和供需的情况下,提出2个新增设施参考选址方案,以改善设施可达性。其中方案一增加140所,方案二增加107所。 相似文献
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新冠疫情背景下,全国乃至全球各地学校纷纷开展“停课不停学”的线上教学,造就了“以家为校”的特殊教育现象。但疫情背景下居家学习引起的人地矛盾和协商问题尚未被充分认识。从替代性学习空间建构的视角切入,采用半结构深度访谈和问卷调查法,对疫情期间大学生居家建构学习空间的行为、过程和“矛盾–协商”影响因素等展开研究,发现：① 居家学习不仅是学习场所在地理空间上的位移,更蕴含着丰富的社会内涵和时代意义,其空间机制是教育空间与家空间的互嵌,从而赋予了教育行为新的空间过程和意义。② 居家替代性学习空间建构的过程是学习空间与家庭物理–生计空间和社区–家庭生活空间相互嵌套的复杂动态过程。其中,学习空间的大小和质量与家庭和社区的经济社会情况紧密相关;学习行为嵌入家庭日常生活后,学习空间与家庭生活空间的边界被模糊化,为居家学习带来干扰;③ 学生拥有居家建构学习空间的能动性和自主权,并灵活运用空间、时间、身份策略诠释家空间与学习空间的时空关系,也协调“家人”与“学生”的身份表达。研究在理论上探索教育和学习行为与空间的互嵌关系,在实践上反映和反思新冠背景下居家学习引起的教育人地矛盾和协商问题,服务于构建有序高效的居家教学。 相似文献
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《The Journal of geography》2012,111(2):52-60
Abstract In 1998, geographical information systems (GIS) were introduced to secondary schools in Singapore as a tool for teaching geography at the secondary and junior college levels. However, general observations and feedback from school teachers suggested that only a small number of secondary schools and junior colleges in Singapore were actually using GIS to support the teaching and learning of geography. The present research study was designed to establish the level of GIS usage and to investigate the reasons for the slow integration of GIS in the Singapore secondary schools. This article presents the findings of this research and provides some insight into the use of GIS in Singapore secondary schools. 相似文献
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利用2015年大连市初中学校多维数据,在分析社会群体间分异状况及其空间表现的基础上,概括了学校的基本类型及其空间分布特征,总结了义务教育校际分异的空间模式。在市域范围内存在4类学校,即成绩较好的城市综合社会群体子女学校;成绩一般的产业工人及一般技术人员子女学校;成绩优异的教师、政府和企事业单位管理者及专业技术人员子女学校;成绩落后但生均教育资源充沛的农村地区学校。4类学校在市域范围内分异明显,形成了从内向外的5个教育圈,即城市中心教育圈、城市郊区教育圈、城市新区教育圈、外围城镇教育圈和外围乡村教育圈。教育资源在教育圈之间呈高低相间分布的特点,教学成绩和学生家庭社会经济地位呈现出从中心向外围逐步降低的特征。 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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2014、2015年教育部接连发文要求落实“免试就近入学”政策,由此公立初小的入学资格与住房紧密挂钩。在此背景下,初小教育资源如何影响住宅价格,并带来怎样的城市社会空间变化是有意义的科学问题。论文基于安居客、链家、百度开放平台及问卷访谈等数据,综合运用特征价格模型、地理加权回归模型等方法,以武汉市武昌区为实证区域,探索学区对住宅价格的真实影响,并尝试从“空间生产”入手,探究学区引发的城市社会空间重构。研究发现：① 学区特征对住宅价格的影响已超过传统区位、建筑、邻里特征等的影响;② 学区房提供了资本由二级循环进入三级循环的便利路径,形成了学区空间生产与社会空间新分层的宏观基础;③ 微观层面,对优质学区的争夺产生了“学区人”和“学区空间”,进而出现学区飞地,对传统城市社会空间产生影响;④ 不同于“单位人”与“社区人”,“学区人”并不主要依靠职业或收入划分,而是因相似的家庭生命周期发生关联。 相似文献
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Olav Fjær 《Norsk geografisk tidsskrift. Norwegian journal of geography》2013,67(3):135-141
The author, an upper secondary teacher in geography, has conducted various surveys and questionnaires among pupils every year, for 30 years. The article examines his pupils' knowledge of geography when they start upper secondary school. During their first lesson in geography they are presented with a questionnaire designed to test their knowledge of concepts, places, and causal relationships. In addition, they are asked about their perceptions of geography and expectations when they start to study a new subject. The author finds it valuable and important as a teacher to know what his pupils have learned during their lower secondary education because such information could be used to adapt upper secondary education in geography to the pupils' abilities. Further, it is important to motivate, create expectations, and develop awareness of geography. In addition to discussing pupils' knowledge of geography, the article shows briefly how school curricula and geography teaching have changed in Norwegian lower secondary schools since the early 1970s. 相似文献
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《The Journal of geography》2012,111(5):169-180
ABSTRACT Research in the cognition and learning sciences has demonstrated that the human brain contains basic structures whose functions are to perform a variety of specific spatial reasoning tasks and that children are capable of learning basic spatial concepts at an early age. There has been a call from within geography to recognize research on spatial cognition in a meaningful way in primary school curriculum. This article utilizes the spatial thinking taxonomy proposed by Gersmehl and Gersmehl (2006) to examine to the extent to which spatial thinking concepts are being practiced in U.S. schools. The National Geography Standards and forty-nine state social studies or geography standards are examined. Using standards as a measure of geography content, it is concluded that while some of spatial thinking concepts appear often in curriculum, others are largely absent. Designing geography standards that address the findings of spatial cognition research may serve as a means of improving geography instruction. 相似文献
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《The Journal of geography》2012,111(5):214-228
This study aims to provide an understanding of the main obstacles to conducting GIS-based projects in secondary schools and to determine the effects of these projects on students, teachers, and schools. The study was conducted in three public high schools in Turkey. The students first surveyed over 4,015 people in their school districts to understand the main social, environ- mental, and economic problems in their area, then conducted nine different GIS-based projects to help design solutions to these problems. As seen in the study, GIS is a very important teaching and learning tool for secondary schools; however, its effective use depends on planning, motivation, support, resources, time, and enthusiasm, especially for teachers. 相似文献
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Abstract: Current curriculum developments will provide a new framework for the teaching of social sciences, including geography, in New Zealand secondary schools. This article outlines recent challenges faced by the subject, and the development and likely nature of the new curriculum. Some ways in which teachers can plan and implement innovative programmes within the framework of the existing syllabus and the new curriculum are suggested. 相似文献
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《The Journal of geography》2012,111(5):487-494
Abstract Although geography is being revived in the K-12 curriculum, preservice teachers—candidates for the teaching profession—now in our universities are not universally reaping the benefits of cooperative efforts of geography and college of education faculty. Reform is appropriate in both camps. Colleges of education, influenced by many agents, including Certificate/licensing regulations, accrediting agencies, professional organizations, and a stream of reform movements, are bringing education to the level of a true profession. The dimensions of the reform underway and several key players offer great opportunities for geography education and for improving the general climate for teaching excellence in institutions of higher learning. Candidates for the new teaching profession and their education faculty are teaching and learning collaboratively, and conducting research in diverse school districts. Geographers have new reasons and new opportunities to participate in the education of the geography teachers of tomorrow. 相似文献