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1.
教学科研的深度融合是研究型大学的共同特点,但各个大学实现融合的模式仍存在差异。本文拟基于地方文化传统和周边产业发展需求,探索地方对大学主导功能的影响,并结合对英美典型研究性大学的案例剖析,研究不同大学教学科研融合发展的主要立足点不同的内在原因。研究显示,地方不仅为大学的发展提供资金和基础设施等方面的支持,也需要大学提供人力资本、知识创新等方面的服务,因此,大学的主导功能与地方文化经济环境密切相关,而教学科研的融合则往往立足于大学的主要功能。例如,牛津大学以人才培养为重点就深受英国传统文化的影响,哈佛在基础研究方面的卓越贡献也与其追求真理的文化传统有关,而斯坦福大学以服务产业发展促进人才培养与科研紧密融合的模式也受到实用教育理念的影响。总的看来,研究型大学都应该力促教学科研的深度融合,这是其承载文化传播和知识创造功能的基础,但就具体大学而言,很有必要适应特定地方的文化环境,探索适合的教学科研融合发展模式,而不要陷入盲目模仿的误区。 相似文献
2.
This paper is positioned within current debates on education development and the value of fieldwork as a pathway to fostering a nuanced, sophisticated and empathetic world view among students. Here, we focus on one form of field‐based teaching within geography, that is, intensive field studies courses taught abroad. We draw on our experience as cofacilitators of a six‐week intensive field course conducted in various parts of Thailand. The course we discuss in this paper was focused on teaching students both applied research skills (critical engagement, ethnographic research methods and ethical research practice) and substantive content (the social, cultural, political and economic aspects of Thailand from a geographer's perspective). We argue that the value of field studies lies in the ability of such a course to help students enhance and deepen broad, generalisable skills such as problem solving; ethical research practice; critical engagement with complex social issues; and independent research skills. 相似文献
3.
In our study, 48 U.S. departments that grant geography PhDs are compared along four measures of academic productivity. Using 1980–1994 as the base period, research productivity of faculty was assessed by counting book titles, as well as authorships in 77 journals. Teaching productivity was determined by placement of PhDs in graduate programs of geography in North America, and by a weighted index of teaching outcomes. Data were summed for departments, but are reported primarily as productivity per person (per FTE count). The results point to a wide variety of departmental profiles, from those departments that appear to emphasize teaching outcomes to those that are more productive in book publishing and journal authorship, with several exhibiting a balance between teaching and research. 相似文献
4.
《The Professional geographer》2013,65(4):451-464
In our study, 48 U.S. departments that grant geography PhDs are compared along four measures of academic productivity. Using 1980–1994 as the base period, research productivity of faculty was assessed by counting book titles, as well as authorships in 77 journals. Teaching productivity was determined by placement of PhDs in graduate programs of geography in North America, and by a weighted index of teaching outcomes. Data were summed for departments, but are reported primarily as productivity per person (per FTE count). The results point to a wide variety of departmental profiles, from those departments that appear to emphasize teaching outcomes to those that are more productive in book publishing and journal authorship, with several exhibiting a balance between teaching and research. 相似文献
5.
《The Journal of geography》2012,111(1):57-58
Abstract The field of geography education is sadly lacking in empirical data that might inform and underpin decisions about standard setting, curriculum design, materials development, teaching strategies, and assessment procedures. Large quantities of high-quality data are necessary if geography is to be successfully implemented in the American education system. This article advances four needs that, if met, would generate the data necessary to make the case for geography in America's schools. We need a new attitude towards research, a series of baseline studies, a research agenda, and a research clearinghouse if we are to make a convincing case for geography in America's schools. 相似文献
6.
It is necessary for undergraduates majoring in geography to learn the history of geographic thought. Although there are different cultural and educational backgrounds between China and the West, teaching methods such as text teaching, students’ presentations and group learning are suitable for most of teachers and students even from different countries and regions. The blended method is helpful to popularize history of geographic thought and improve the level of teaching and learning. Owing to lack of the class on the history of geographic thought in countries like China, the authors try to explore a blended method for the first-year geography undergraduates and to assess the effects of this teaching based on some questionnaires. The students have different benefits and responses to this class. A special group consisting of one teacher and several undergraduates does the research and coauthors the paper through making questionnaire, interviewing and analyzing materials from 67 freshmen majoring in human geography and geography science (teacher-training) in China. For the undergraduates especially from the countries like China, it is well worth making the history of geographic thought become a necessary and interesting class. 相似文献
7.
Steffen Höhnle Janis Fögele Rainer Mehren Jan Christoph Schubert 《The Journal of geography》2016,115(1):12-23
In spite of various actions, the implementation of GIS (geographic information systems) in German schools is still very low. In the presented research, teaching experts as well as teaching novices were presented with empirically based constraints for implementation stemming from an earlier survey. In the process of various group discussions, the participants developed ideas for overcoming the constraints in the field of continuing teacher education among others. These ideas were used to create empirically based strategies for the future design of training activities in continuing education of teachers while taking these constraints into account. These strategies were later validated externally by comparing them to empirical findings on effects of training activities in continuing teacher education in general and empirical findings on GIS implementation from other studies. 相似文献
8.
Lena Molin Ann Grubbström 《Norsk geografisk tidsskrift. Norwegian journal of geography》2013,67(3):142-147
The article examines the relationship between selective traditions in geographical education, what middle school teachers choose to emphasise in geographical education, and student achievement. The study, conducted in Sweden, is based on observations made by students in teacher training programmes, interviews with teachers, and analyses of a test administered to middle school students. It shows that selective traditions in geographical education are strong, resulting in a focus on country-related knowledge and map-reading skills. Both teachers and students seem unclear about what other subject-specific skills geography teaching provides. Furthermore, students have difficulty achieving a high level of geographic reasoning. The authors argue that a subject-specific language in geography is important in both teaching and assessment. They stress that students need more practice in geographic reasoning, since this is required by the new curriculum and in the national test in geography for Year 6 (i.e. pupils in the age range 12–13 years). The study adds to earlier research by highlighting Swedish middle school teaching, which is a neglected field within curriculum studies, and by using a combination of methods to analyse the impact of selective traditions. 相似文献
9.
《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
10.
Education for Sustainable Development (ESD) is a cross-curricular approach that needs to be accommodated in all subjects in the training of students as recommended by UNESCO. This South African case study of preservice geography students is presented for the purpose of understanding how they experienced systems thinking and a cooperative teaching strategy. A qualitative research approach was applied as the research design. Interpretation of the data was done through thematic analysis, which indicated that exposure to the pedagogic approach bore positive results. Teaching and learning strategies promoting the integration of ESD should form part of the training of geography students. 相似文献
11.
12.
Melissa R. Gilbert 《The Professional geographer》1994,46(1):90-96
Feminist research methodologies have many advantages over more traditional positivist methodologies. Feminist research is differentiated from nonfeminist research in terms of its critiques of universality and objectivity and its emancipatory purpose. Drawing on my own research on the survival strategies of low-waged women workers in Worcester, Massachusetts, I argue that we need to examine more critically our feminist research methods in terms of the unequal power relationships on which the research process necessarily rests. 相似文献
13.
This article examines the implementation and impacts of a program intended to improve research-led teaching in schools. Little consideration is given to the role of research-led teaching in schools; the argument is that this is a consequence of fractures between schools and universities. A program was developed to bring contemporary geographical research of university scholars into schools. Examining this program, the finding is that being exposed to research: improves access to up-to-date knowledge; heightens student enthusiasm; and informs choices students make about their learning. This article calls for bridges to be built between universities and schools upon the nexus of teaching and research. 相似文献
14.
Because of unwieldy numbers, and in an attempt to strengthen teaching–research links, the teaching team of 'Field Research Methods' discarded a class fieldtrip in favour of more flexible fieldwork. The new approach continues to use inquiry-based learning but has research problems more closely linked to staff interests. Students are responsible for most aspects of the research process including some logistical planning of fieldwork. Although often anxious at first, students welcomed this approach and appreciated the host of transferable and research skills they developed. Tutors benefited from the enhanced learning outcomes for students and a strengthening of teaching–research links. 相似文献
15.
生计脆弱性研究热点与前沿的可视化 总被引：4，自引：3，他引：1
以Web of science核心数据库中1991~2015年间收录主题为“livelihood vulnerability”的文献为基础,应用可视化分析软件CiteSpace Ⅲ,采取关键词共现分析、文献共被引分析、突现词分析等方法对生计脆弱性研究现状进行可视化分析。研究发现：① 生计脆弱性研究文献呈现逐年上升趋势,主要分布在生态、环境和管理等学科领域;美、英、澳、加、德5国及东英格兰大学、哥本哈根大学、麦吉尔大学、利兹大学、萨塞克斯大学等研究机构具有较强的研究实力。② Ellis F、Smit B、Adger W N、Kelly P M、Davies S和Turner B L等学者及其代表作是生计脆弱性研究的知识基础。③ 饥荒、社会生态系统、生计策略、贫困、减贫等是生计脆弱性的研究热点与前沿领域。 相似文献
16.
1992-2016年中国乡村旅游研究特征与趋势——基于CiteSpace知识图谱分析 总被引：4，自引：1，他引：3
借助 CiteSpace软件,选取CNKI中国学术期刊网络出版总库的中文核心期刊和CSSCI来源期刊,对1992-2016年间中国乡村旅游研究文献分析发现：虽然乡村旅游研究文献众多,但尚未形成紧密的学术团队,学者相互认可度较低;研究机构学术合作网络较为松散。在时间序列上,25年来中国乡村旅游研究可划分为萌芽阶段(1992-1998年)、初步多元化阶段(1999-2005年)、快速多元化阶段(2006-2012年)和深入研究阶段(2013年-)。在研究内容上,政策导向性明显,研究主题紧跟国家政策变化呈现多样性;经济视角是主线,发展对策、模式类研究成果较多;生态理念贯穿始终,学界对乡村生态旅游一直较为重视。整体来说,学科研究呈现经济学、社会学、地理学、农学等多学科参与的特征;研究价值诉求从以消费者为主逐步转向社区居民,全面人文关怀凸显;最近几年,学者结合现实问题对乡村旅游发展及研究反思增多。今后,从问题出发开展多学科、多技术和多机构合作,对乡村旅游存在的哲学基础和基本理论,产业转型升级及土地利用等现实问题,新型城市化背景下的乡村旅游地社会空间问题以及多样化发展的对策探索等方面的研究将成为重点。 相似文献
17.
Outdoor domestic water use is often targeted by demand management strategies. However, despite a rich empirical evidence base coming from primary studies, it is still unclear how factors that influence this type of demand interact and which are the most suitable to be addressed by water conservation programs. Based on 423 scientific contributions, we develop a research synthesis combining a variety of techniques to create a theoretical model of the relationships among factors most consistently observed in the literature. The findings uncover a great degree of complexity in terms of interactions between spatial-structural, social-structural, and cultural and psychological factors at different scales. For researchers, the methodology and the outcomes can be useful to better frame existing and future research within the literature on the topic. In practice, the adaptation of the theoretical model to local specificities can facilitate the design of more efficient and integrated demand management strategies. 相似文献
18.
城市化对碳排放影响研究进展 总被引：9，自引：3，他引：6
城市化是全球发展的趋势,而城市化进程对温室气体尤其是二氧化碳排放的影响受到学术界的广泛关注.本文在全面系统梳理国内外文献及相关研究成果的基础上,从碳排放研究的起源与发展、研究内容与研究方法等方面对当前国内外研究现状进行了归纳和评述.从中看出:国内外的研究内容主要集中于城市化和碳排放的关系、城市化对碳排放影响的宏观及微观因素,以及城市化对碳排放的作用机理等方面;研究方法以定量分析为主,除基础的IPAT模型、STIRPAT模型之外,时空地理加权回归模型、指数分解、结构分解、多指标面板数据聚类分析等方法也广泛应用.总体而言,城市化进程对碳排放的影响是一个长期且复杂的过程,涉及诸多因素,目前的研究已逐渐深入、研究方法也多有创新,但仍需丰富研究视角、完善研究体系,更好地为城市化发展策略提供科学依据,为低碳城市发展奠定基础. 相似文献
19.
《The Professional geographer》2013,65(4):447-450
Abstract The chauffeuring of children to/from school and childcare providers has received limited attention in previous research, although it structures parents' everyday activities in important ways. Combining analytical and cultural perspectives on juggling employment and caregiving, I explore the impact of such factors as household structure, employment and commute characteristics, residential location, and culturally defined norms about parenthood on chauffeuring arrangements for dual-earner households in Utrecht, the Netherlands. Fathers conduct a considerable share of chauffeuring trips, but arrangements are often informed by traditional gender norms. The spatial variability in the gendering of chauffeuring is limited. 相似文献
20.
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