Photogrammetry Education for Multidisciplinary Geomatics in China     

ZHU Qing 《地球空间信息科学学报》2006,9(4):273-280

IntroductionThe word photogrammetry comes from Greekwords photos ( meaning “light”) , gramma( meaning that which is drawn or written) andmetron ( meaning“to measure”) . It originallysignifies measuring graphically by means oflight[1].The development o…  相似文献   

浅谈防震减灾管理中非政府组织的作用     

邓风玲 《国际地震动态》2006,(3):24-27

地震灾害是自然灾害引起的危机事件,防震减灾管理是一项社会系统工程。NGO在社会管理和服务中发挥着重要的参与作用。在防震减灾管理中,NGO的作用体现在地震灾害管理的各个阶段。同时,NGO在参与地震灾害管理的行动中要与政府部门协调一致,并且要重视日常管理中的自身制度建设。  相似文献   

教育测量数据的多元自建模模型分析     

尚钢 《武汉大学学报(信息科学版)》1998,(3)

将关于形状不变的自建模回归模型推广到多元自变量,解决了计算问题,并结合教育测量数据给出了实例。该模型既可以反映多条曲线走势的共性,又可以反映每条曲线之间的相互关系及其个性。  相似文献   

面向应用的高校GIS教学探索与实践   总被引：8，自引：2，他引：6  

党安荣  刘钊  贾海峰 《地理信息世界》2007,5(2):9-14

高校GIS教学是近年来国内探讨的热点教学问题之一,涉及到GIS专业课程体系设置、教学内容设置、实践环节设置、教学体制改革等多个方面;但这些探讨主要是针对GIS专业学士学位与硕士学位教学而引发的,较少关注非GIS专业学位的GIS教学问题.本文通过分析清华大学GIS教学发展与现状,结合作者在GIS教学中的探索与实践,从教学平台、教学内容、授课形式、考试方式、教学效果等几个方面,讨论如何开展针对非GIS专业、面向应用的高校GIS教学模式,与全国高校GIS教育工作者共勉.  相似文献   

海洋教育：教育思想与实践的嬗变          下载免费PDF全文

肖圆  郭新丽  宁波 《海洋开发与管理》2022,39(3):101-105

当今世界,国与国之间海洋实力的竞争,已经从最初对海洋资源的竞争变成海洋人才竞争,而海洋教育则是海洋人才的摇篮,逐渐成为教育体系中不容忽视的重要实践。从少数人海洋教育意识的觉醒,再到如今面向普罗大众的社会海洋教育,由海洋教育衍生的知行、创新、问题思维教育模式,成为推动教育思想与教育实践嬗变的活力因素。文章梳理海洋教育思想及教育实践发展的特点,围绕发展过程中存在的优势与不足,提出海洋教育发展的新路径,使海洋教育更好地服务建设“海洋强国”等国家战略。  相似文献   

Teaching physical geography at university with cartoons and comic strips: Motivation,construction and usage     

Christopher Gomez 《New Zealand geographer》2014,70(2):140-145

This article presents the cartoons and comic strips that the author draws and has used in his teaching of physical geography at the undergraduate level since 2011. In the context of an image‐based culture, this article discusses the pedagogic goals that cartoons and comic strips fulfil: enhancing learning and creativity, associating pleasure with learning, pushing students to think ‘outside the box’ and relating the students' learning experience to a media framework popular with students. Cartoons and comic strips also answer particular necessities related to the teaching of physical geography. Using characters placed in hypothetical situations, they explain the process of doing geography and being a physical geographer.  相似文献   

In Situ Maintenance of Traditional Ecological Knowledge on Malekula Island,Vanuatu     

Joe McCarter  Michael C. Gavin 《社会与自然资源》2014,27(11):1115-1129

Traditional ecological knowledge (TEK) guides resource management across the globe, but is at risk amid social and ecological change. This has prompted numerous calls for TEK maintenance efforts, but these remain largely unexamined in the literature. Here, we discuss three examples of in situ TEK maintenance from Malekula Island in Vanuatu, locally known as kastom schools. Based on qualitative data, we find that the kastom schools may create several opportunities to maintain TEK (e.g., establishing local control over education), and argue that they represent the creative and adaptive management of tradition in dynamic social–ecological contexts. However, a number of challenges, both practical (e.g., lack of funding) and epistemological (e.g., changing modes of cultural transmission), threaten the efficacy of the kastom schools. We argue that in situ modes of TEK maintenance have promise, but that issues of power and heterogeneity require serious consideration if such measures are to succeed.  相似文献   

汉石桥湿地自然保护区环境教育体系设计     

董雪  崔丽娟  李伟  张曼胤  魏圆云 《湿地科学与管理》2014,(4):6-9

从汉石桥湿地自然保护区自身特点出发,通过分析受众类型、设计原则、展示形式、内容等方面,对解说系统、展示系统和环境教育活动三方面进行设计,最终形成汉石桥湿地自然保护区的环境教育体系。  相似文献   

基于Moodle的变形监测技术网络课程开发及应用     

李培现  杨中辉  阎跃观  袁德宝  赵艳玲  范德芹 《测绘通报》2022,(2):168-173

为提高网络在线教学效果,适应疫情期间线上教学需求,本文基于Moodle开源在线教育平台构建了广泛适应的变形监测网络在线课程资源库。简述了Moodle在线课程建设的过程、方法及应注意的问题,重点讨论了试题库、案例库及线上线下交流模块的开发步骤。根据双一流建设与工程认证的OBE教学理念,对变形监测技术网络课程教学建设应遵循的基本原则、问题及毕业要求达成值评价方法进行了探讨。研究表明,网络在线课程的应用,促进了教学资源的共享和师生交流,降低了教师上课的劳动强度,提高了学生学习的积极性。通过合理制定课程目标,有效评价毕业要求的达成情况和持续改进教学手段,对提高变形监测技术课程教学效果有积极意义。  相似文献   

The educational space of global online higher education     

《Geoforum》2014

This article explores how standards and codes for collaboration in international higher education influence the educational space of global online education and the way it functions within the context of international development aid. Firstly the article discusses the educational space of higher education and the geography of education whereby the aim is to situate global online education within the on-going discourse on standards in higher education, international development aid, and the knowledge economy. The article then examines a qualitative case study of an Internet-based masters programme attended by students from Europe and Africa. A main focus of the empirical analysis is the students’ experience of being geographically immobile while collaborating online internationally, including how this circumstance affected their motivation and participation and the benefits of the programme. In the concluding discussion it is argued that even though online collaboration among students and educational institutions is not entirely equal, common standards created a space in which positions were challenged and practices were changed over the course of online participation.  相似文献