共查询到19条相似文献，搜索用时 836 毫秒
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针对测绘工程专业传统的《地图学》课程教学中存在的只注重理论教学、教材内容陈旧、缺乏贴近学生实际和当前测绘科技发展的问题,该文提出《地图学》的多元教学方法,即将教书育人理念融入课堂教学、现代教学手段融入传统课堂及书本理论教学融入实践体验的教学方法。 相似文献
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GIS专业中地图学教学方法的研究 总被引：1，自引：0，他引：1
结合GIS专业的特点,探讨了地图学课程在GIS专业课程体系中的作用,并就传统教学方法存在的问题,通过定位教学方法、引进大型作业环节和开设具有本校特点的实验课内容的研究,提出根据学校特点开展地图学课程教学的方法,培养学生的自主学习能力,提高课程教学效果。 相似文献
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新工科对新时代的遥感课程建设提出了新的改革要求,针对传统遥感课程教学方法单一、学生综合运用遥感技术解决实际问题能力不足的问题,本文在OBE理念的指导下,构建遥感实验课程案例库,运用翻转课堂与PBL项目驱动式教学方法,采用混合式全过程考核评价模式,创新了融合OBE理念和PBL方法的遥感实验课程教学模式.该教学模式涵盖了遥... 相似文献
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在分析GIS教育、发展应用特点,以及地图学与GIS关系的基础上,对工科院校的GIS基础课程--地图学的教学内容、教学方法、形式、实习方法等进行研究探讨. 相似文献
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地图学四面体--数字化时代地图学的诠释 总被引：35，自引：4，他引：31
传统地图学研究3个关系:实地-地图,读者-地图,读者-实地.这个学科的框架可以称为"地图学三角形".对这三种关系的研究随学科和行业的不同而各有侧重.数字地图的出现扩大了传统地图学的视野和服务面.现代地图学需要面对6个关系的探讨.除了上述3个关系外,还要增加数字地图-地图,数字地图-实地,数字地图-读者3个关系.新的学科框架变成了"地图学四面体".从"三角形"到"四面体"反映了信息时代地图学的发展与变革.地图学的存在取决于人类对地图永恒的需求和地图本身的科学价值. 相似文献
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"地图学"是地理信息科学专业的一门专业基础课,由于各高校该专业的学科背景不同,"地图学"课程的教学内容应有所侧重,教学内容的广度和深度也应有所不同。本文结合笔者所在学校地理信息科学专业特点和主要专业课程设置,在总结多年教学经验的基础上,对"地图学"课程的教学内容进行系统的研究和设计,对该课程的教学方法进行总结和探讨。 相似文献
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为解决传统教学模式存在的问题,深入开展混合式教学改革与实践,本文在分析地图学课程教学内容的基础上,利用地图自身的优势,提出了融入课程思政的分类混合式教学模式。针对地图学课程的概念理论类、定量计算类、定性描述类及方法应用类内容,设计了基于教学重塑的精讲式教学法、基于案例的研讨式教学法、基于学生主讲的翻转课堂教学法及基于任务驱动的迭代进阶教学法;并基于知识点整理了思政素材和案例,将地图人文知识和思政元素渗透教学全过程,与时俱进地设计了多种教学活动,有效培养了学生的高阶地图思维素养和能力,取得了较好的教学效果。 相似文献
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基于卓越工程师培养诉求的教学改革的理性思考——面向CDIO理念的地图学教改构想 总被引：3，自引：1，他引：2
文章根据卓越工程师的培养诉求,基于科学发展观,对地图学的教学现状进行了反思,对改革进行了构想,确立了"强化内涵"、"巩固外延"、突出"特色资源"的教改思路.提出了教学中要努力实现师生关系"人性化"、教学手段"现代化"、教学内容"科学化"、教学方式"多样化"、实践教学"工程化"、评价体系"客观化"的教改设想.作者认为教学... 相似文献
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关于新升格本科院校地图学教学改革的几点思考 总被引：1，自引：0，他引：1
作者通过几年来对地图学课程的的教学实践,以及与兄弟院校的交流发现:新升格本科院校地图学教学过程中普遍存在教学手段落后、绘图技术不够先进、创新思维滞后,这已经成为普遍现象,作者认为新升格本科院校的地图学教学改革势在必行。 相似文献
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从现代地球科学与空间信息技术发展对地图学理论、地图信息获取处理、制图技术工艺和地图产品等方面所提出的基本要求分析,文章认为应对传统的地图学教材内容进行彻底改革,才能适应数字环境下地图学科的自身发展以及地球科学与相关学科发展的需要,最后给出了作为有关地球科学类地图学教学内容改革的框架体系和教材的具体内容。 相似文献
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Kamil Nieścioruk 《The Cartographic journal》2013,50(2):186-196
The paper describes mental maps and their use in teaching process. The survey conducted among students of geodesy and cartography resulted in 124 sketches. They were analysed from the point of view of cartographic methodology and used methods of presentation. The different elements and methods were counted and helped in evaluation of teaching process effectiveness, showing changes in students’ knowledge of certain rules of cartographic language and design and their applications. As the survey was conducted in relation to courses taught, the results are of great value in increasing the quality of cartographic content of these courses and teaching methods. 相似文献
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none 《The Cartographic journal》2013,50(3):266-274
AbstractWhile graphic variables in 2D maps have been extensively investigated, 4D cartography is still a widely unexplored field. In this paper, we investigate the usefulness of 4D maps (three spatial dimensions plus time) for cartographically illustrating spatio-temporal environmental phenomena. The presented approach focuses mostly on explorative research rather than on enhancement and extension of existing methods and principles. The user study described in the paper shows that 4D cartography is not a well-explored research area and that many experienced map users try to apply their knowledge from 2D maps to 4D dynamic visualisations. Thus, in order to foster the discussion within the community, we formulated several basic research questions for the area of 4D cartography, which range from methods for representing time in 4D visualisations and understanding the temporal context to finding generic methods to achieve optimized temporal generalisation and a consistent definition of graphical variables for 3D and 4D. 相似文献
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《制图学和地理信息科学》2013,40(3):269-277
The current generation of US students engaging with cartography has always had some form of access to computing technologies. Further, this generation has always known a world with networked computer capabilities – the Internet and World Wide Web. Their experience of cartography is largely through fleeting representations shown on a variety of display screens, thereby encountering information differently than most of their instructors. Teaching cartography to these “digital natives” consequently challenges teachers to engage increasing levels of experience and knowledge of technology while assuring fundamental understanding of cartographic concepts and analysis techniques. Although GIS is used in a vast range of fields, we believe many students are discouraged from programs and courses oriented towards educating cartographic specialists. However, general interest in mapping has never been as significant a part of American culture as it is today. In spite of accessible modes of digital mapping now widely available, introducing cartographic fundamentals retains great significance for undergraduate cartography education. In this paper we present a new pedagogical model for undergraduate cartography education that introduces students finding curiousity in mapping, but lacking desire to become cartographic specialists, to mapping. This model enables undergraduate students to learn fundamentals and begin to reflect critically on the concepts and techniques of modern cartography. Our example stems from a class that systematically addresses barriers to learning and mapping through active-learning based approaches in an interactive classroom. The active-learning approach involves significant engagements with the potentials and challenges of modern cartography in the information age by embracing inquiry-based pedagogical methods and learning with and about mapping. 相似文献
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随着现代化教学手段在地理教学中的应用,传统的教学挂图可利用计算机作为辅助工具,制作成电子教学地图。本文论述了利用遥感数字图像制作电子教学地图的指导思想、必要性和可行性,并探讨了遥感数字影像教学地图的制作方法。 相似文献