共查询到20条相似文献，搜索用时 15 毫秒
1.
《The Journal of geography》2012,111(1):28-37
Abstract The classic American novel, Herman Melville's Moby-Dick, can be used in geography and English classes at the high school and college levels to explore five themes that have a geographic component or are of interest to geography students: (1) the journey, (2) human/ environment interactions, (3) social relationships in space, (4) acquiring knowledge, and (5) ambiguities and their resolution. Included are detailed discussions of the themes with specific references to critical literature and passages in the novel, suggestions for background reading, and suggestions for classroom discussions and assignments. 相似文献
2.
Mike Taylor 《New Zealand geographer》2016,72(2):144-150
Geography teaching that highlights theoretical perspectives may help develop students’ critical disciplinary thinking, despite foundational knowledge being described to New Zealand geography teachers as ‘not every body's cup of tea’. This article extends the tea metaphor by contrasting two cultivations of theoretical perspectives in school geography. Unlike the two major cultivars of the Camellia shrub, however, this paper argues that perspectives have been minimally grown through one cultivar that focuses on the views of case study individuals and organisations. A maximal cultivation of perspectives is advanced in order to progress school‐aged understanding of the diverse nature of geographical knowledge. 相似文献
3.
Elisabeth Eikli 《Norsk geografisk tidsskrift. Norwegian journal of geography》2013,67(3):128-134
Despite having a long-standing relationship, teacher education and geography in primary and secondary education in Norway has received little attention as a research field within academic geography until recently. The author asks: How has Norwegian school geography related to geography taught at universities? Where does research on school geography and geographical education stand today and where should it go from here? She examines the development of the role played by academic geographers in the field from the 1970s until the present. Some potential future venues for this emerging research field are suggested on the basis of an examination of what themes are current focal points for research and comparing them to what other countries consider essential in their teacher education. 相似文献
4.
5.
《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
6.
Murray Fastier 《New Zealand geographer》2016,72(1):51-56
The New Zealand Curriculum (NZC), Realigned Geography Achievement Standards and Social Science Teaching and Learning Guidelines‐Geography combined are playing a key role in transforming senior school geography into a subject suited for 21st century learners. While they provide geography teachers with the permissiveness to plan coherent school‐based geography programmes that are relevant and responsive to students' needs, the implementation process can prove challenging. Adjusting to the increased trust and responsibility assigned to teachers, as they undertake the role of curriculum makers, is a key focus of this paper. 相似文献
7.
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
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.
随着社会的进步与发展,教育、经济等资源配置更加趋向于性别平衡,女性地位不断提升,女性群体开始逐步受到各界学者的广泛关注,女性主义地理学也成为地理学中一个新兴的研究热点。本研究采用知识图谱分析和传统文献研究相结合的方法,借助CiteSpace软件通过知识图谱分析了1978—2018年间女性主义地理学研究的关键词与不同阶段的研究主题,归纳了当前女性主义地理学研究的重点,提出了中国女性主义地理学研究的框架和未来研究方向。研究结果表明：①女性主义地理学逐渐进入大众视野并具有明显的跨学科特点,其研究在不同时期以不同主题为研究重点,整体来看阶段性特征比较突出;②研究主题上,目前国内女性主义地理学主要围绕五大主题展开,但研究的广度和深度仍待进一步加强;③研究视角上,西方更注重女性在空间中的情感体验,国内则更关注由于女性角色的不同而形成的时空行为模式。今后,女性主义地理学研究应进一步革新数据获取方式,对多元化研究主体给予更多学术关注。 相似文献
10.
Mike Taylor 《New Zealand geographer》2009,65(3):222-228
Geography teachers' work is influenced by multiple education policy initiatives. Professional development opportunities emerge to support these policy changes and associated compliance issues. This paper reports the results of a survey in which geography teachers self‐reported their knowledge and prioritized professional development needs. The data indicate that some compliance issues associated with assessment policy reform have largely been resolved, while more substantive assessment and course design issues continue to be prioritized for professional development. However, professional development that continues to focus on assessment reform may marginalize geography teachers' engagement with concurrent curriculum and pedagogical policy initiatives. 相似文献
11.
国外教育地理研究回顾与借鉴 总被引：2，自引：0，他引：2
教育地理研究作为地理学和教育学的交叉研究出现于20世纪中叶,早期教育地理研究主要是借助地理学的视角和工具解决教育的空间问题,包括教育规划、教育土地利用、学校选择以及与居住地相关的教育机会和结果差异等;1990年代以来的教育地理研究注重从社会空间的角度来解析教育,关注教育与社会、经济、政治和文化等的内在联系,并建立起了以尺度为框架的研究体系。在最初的研究中,教育空间被当作既定的客观空间;1990年代以来,受社会科学空间转向的影响,教育空间被看成是与经济、社会、文化、政治等相互塑造的空间。当前,教育地理研究已经建立起了知识体系和研究框架,研究尺度包括微观(学习者、学习空间、学校与社区等)、中观(区域、国家等)和宏观(国际)的空间尺度研究,教育地理的研究范围得到扩展。国内教育地理研究可以从不同尺度上加强空间的研究以及空间之间的联系讨论,扩展非正式教育这一广阔的领域,加强教育公平的社会空间解释。 相似文献
12.
Murray Fastier 《New Zealand geographer》2009,65(2):147-153
The National Certificate of Educational Achievement (NCEA), introduced early this decade, is the national qualification for New Zealand senior secondary school students. Commencing with Level 1 in 2002, the implementation of NCEA represented a marked change from previous norm-referenced-based qualifications and required a considerable paradigm shift in teacher assessment practice. During the transition period, learner needs often took second place to assessment in geography classrooms. This paper identifies the practices that Year 11 geography teachers used post NCEA implementation to manage assessment practice more effectively and to address the perceived over-emphasis on assessment. 相似文献
13.
The assessment task of the final course in a bachelor of secondary education program is examined for opportunities for preservice geography teachers to achieve the course aims of integrating, consolidating, applying, and reflecting on the knowledge and skills they have learned during their initial teacher education program. The results show that the preservice teachers did better in some areas (integrating, consolidating, and reflecting) than in others (applying). This has implications for curriculum renewal in geography methods courses—specifically to provide more opportunities for preservice teachers to practice applying the knowledge and skills they have gained during the program, essential for their future roles as senior geography teachers. 相似文献
14.
This report analyses a decade of geography scholarship student entry and achievement data (n = 10,205) to reveal patterns and trends of high‐achieving school students. The study is an exploratory analysis, the aim of which is to describe where the greatest scholarship success has occurred, as well as attendant demographic characteristics of New Zealand's most capable geography students and their schools. Emerging from the regions is a localised story of students from an extremely narrow number of schools achieving disproportionate scholarship success. This raises questions in the wider geography teaching community about the possibility of a broader constituency achieving scholarship awards. 相似文献
15.
作为一个在中国发轫较晚的人文地理学分支,社会文化地理学逐渐成为人文地理学的重要分支。随着研究话题的日新月异以及研究方法和理论的推陈出新,中国社会文化地理学的理论和应用研究在近年（2015—2020年）得到越来越多学者的关注和参与,同时涌现出一系列新的学科现象和值得反思的问题,如话题的多样性、研究方法的交叉性、研究科学性的反思和质疑等。因此,从延续学科自省的视角出发,有必要坚持从中、西对比的角度,不断度量中国社会文化地理学的发展趋势,定位学科的特点,以期为国内社会文化地理研究提供一定的方向和启示。借助文献分析工具对2015—2020年中、英文领域主要学术期刊的社会文化地理学文献进行采集和分析,辅以德尔菲法对学科专家进行咨询,尝试结合客观和主观数据,综合辨析当前中外社会文化地理学的研究特色,以及未来中国社会文化地理学研究可能的发展方向和潜力所在。从分析结果上看,国外社会文化地理研究话题涵盖：1）从移民研究到流动性研究;2）从文化景观研究到超越人类的地理学研究;3）弱势人群研究与关怀地理学等方面。中国社会文化地理研究话题包括：1）理论引介与反思;2）城镇化、流动性与多元移民;3）旅游与地方;4）乡村转型与乡愁等方面。综合国内外社会文化地理研究成果可知,西方国家（尤其是英国）作为社会文化地理学的重要发源地,在学科知识“生产—消费”循环中保持优势地位;西方社会文化地理学研究重点关注国际大政治和日常政治话题,而中国社会文化地理研究与旅游和乡村话题结合紧密,与西方形成明显区别,反映中国社会发展需要;中国社会文化地理学国际化趋势明显,但中、西方知识交换程度不高,知识边界依然明显。另外,专家咨询意见也凸显社会文化地理研究者的学科归属感有待加强、研究范式系统化不足与共识不充分等问题。未来中国社会文化地理学需要不断推进学科交叉和方法创新,探索其地理学本质,在国际化进程中讲好中国故事,总结中国经验,发展中国理论,服务国家,对话世界。 相似文献
16.
17.
Liz Bondi 《The Professional geographer》1999,51(1):11-24
This paper attempts to open up discussion about interconnectionsbetween psychotherapeutic practice and human geography. I offer brief “here and now” observations to introduce the importance of personal experience and interpersonal relationships. I then construct an autobiographical narrative to elaborate the themes of separation and connection. This frames my preliminary explorations of tensions and convergences between ideas flowing from psychotherapeutic practice and human geography. I conclude by stressing limits to knowledge. 相似文献
18.
José R. Pimenta J. Sarmento Ana F. de Azevedo 《Singapore journal of tropical geography》2011,32(2):220-235
This article locates Portuguese tropical geography within wider academic debates on ‘tropicality’, contributing to discussion on not only the ‘tropicality of geography’ but also the ‘geography of tropicality’. It traces the role of Portuguese tropical geography in the colonial project and in the production of geographical knowledge, discourses and imaginaries, in particular the emergence of lusotropicality. While noting the underestimated connections with developments in German and British geography, we argue that the genealogy of Portuguese tropical geography lies mostly within contemporaneous French developments. By focusing on the central role of the Lisbon school (i.e. the Centre for Geographical Studies established in 1943), and in particular the tropical research initiated by Orlando Ribeiro (1911–1997), the paper seeks to engage with the ways in which geographical knowledge was produced within the academic discipline in Portugal under military dictatorship associated with the Estado Novo (1926–1974). By decentring the exploration of some of the ways in which the ‘tropics’ have been constructed and revising forms of producing geographical knowledge, the paper hopes to further understandings of the geographical imaginary of the tropics, unravelling the history and the role of geography in colonialism. 相似文献
19.
Abstract: Teaching secondary school geography students about different perspectives on the way knowledge is produced can be challenging. The forms of critical thinking that are prompted by interrogating the ways in which knowledge are produced equips students with intellectual tools for independent learning; an attribute which is a key feature of successful learners. This article provides an overview of the ways in which gender/feminist perspectives have been generated over time; how the teaching of these perspectives has been included in one New Zealand school, as well as suggesting useful resources. 相似文献
20.
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