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1.
PatMoore 《成都信息工程学院学报》2002,17(4):289-299
尽管语法在交际教学法鼎盛时期一度遭到冷遇，但现在又重新被英语语言教学所接纳，作为一种新的语法教学方式，发现原则综合了传统归纳发和演绎法的长处，概述了发现原则的理论依据，指出发现原则旨在鼓励学习者积极参与而非被动接受，符合当前认知主义对二语学习的认识。 相似文献
2.
《The Professional geographer》1986,38(3):295-316
Book Reviewed in this article: Marine Resources of Kuwait: Their Role in the Development of Non-oil Resources . Fatimah H. Y. al -Abdul -Razzak Recollections of a Revolution: Geography as Spatial Science . Mark Billinge , Derek Gregory and Ron Martin Entre l'Eden et l'Utopie . Luc Bureau Developments in Political Geography . M. A. Busteed The Elements of Graphing Data . William S. Cleveland Rural Resource Management . Paul J. Cloke and Chris C. Park Third World Atlas . Ben Crow and Alan Thomas Exploitation, Conservation, Preservation: A Geographic Perspective on Natural Resource Use . Susan L. Cutter , Hilary Lambert Renwick, and William H. Renwick . Wine Regions of the Southern Hemisphere . Harm Jan de Blij Regional Development: Problems and Policies in Eastern and Western Europe . George Demko The Geographer at Work . Peter R. Gould Change in the Amazon Basin . John Hemming Geography Since the Second World War . R. J. Johnston and P. Claval Urbanization in China: Town and Countryside in a Developing Economy 1949–2000 A.D. , R. J. R. Kirkby Transport and Communications for Pacific Microstates: Issues in Organisation and Management . Christopher C. Kissling Fluvial Forms and Processes . David Knighton The Urban Millennium . Josef W. Konvitz Technological Transition in Cartography . Mark Stephen Monmonier Field Guide to Soils and the Environment: Applications of Soil Surveys . Gerald W. Olson Northern Australia: The Arenas of Life and Ecosystems on Half a Continent . Don Parkes A Killing Rain: The Global Threat of Acid Rain . Thomas Pawlick From the Family Farm to Agribusiness: The Irrigation Crusade in California and the West, 1850–1931 . Donald J. Pisani Hybrid Maize Diffusion in Kenya . Franz -Michael Rundquist Warning and Response to the Mount St. Helens Eruption . Thomas F. Saarinen and James L. Sell Coastal Geomorphology in Australia . B. G. Thom Tropical Rain Forests of the Far East , 2nd ed . T. C. Whitmore The Dark Side of the Earth . Robert Muir Wood Categorical Data Analysis for Geographers and Environmental Scientists , Neil Wrigley 相似文献
3.
《The Journal of geography》2012,111(1):26-31
Many students enter classes with a very Orientalist mental map of the region usually called the Middle East. This is understandable considering the information and images of the region that pervade our media landscape. In an effort to teach student how to critically examine media sources themselves, the author utilizes a blog format for student participation and discussion. The article describes how the geographic imaginations of the students involved became more nuanced through the process of finding, analyzing, and critiquing various media sources in a small online community. 相似文献
4.
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
5.
《The Journal of geography》2012,111(6):248-261
Fieldwork is an essential component of undergraduate geographic education, but with growing enrollment and limited resources few first-year instructors incorporate this activity in their courses. This article reports on the challenges of incorporating fieldwork into a large first-year course and the strategies adopted to respond to these challenges and the achieved learning benefits. Field trips were created to cater to approximately 120 students directly engaged in field activities, with each student submitting an individual written report. Through the field activities, students developed a better understanding of geography, a stronger class community, and a more positive relationship with instructional staff. 相似文献
6.
《The Journal of geography》2012,111(6):221-232
Abstract This article addresses the development of a conceptual model of fieldwork practice and the creation of an associated set of skills for the geosciences. The set of eight generic and seventeen specific skills is applied in two international field courses to demonstrate the utility of such a skills-centered model across a broad range of venues, curricula, and students. Both concept and practice from U.K. and U.S. universities have been welded as a means of internationalizing curriculum development. Further, it is suggested that there is merit in faculty viewing their field teaching within the framework of the whole subject curriculum such that field courses and sites are viewed as much for their contribution to the overall skill set as their support for the classroom topic. 相似文献
7.
《The Journal of geography》2012,111(5):188-196
This article provides a history of efforts to map vernacular regions as context for offering readers a way of using business directories in order to construct a GIS-based map of vernacular regions. With Michigan as a case study, the article discusses regional-naming conventions, boundaries, and inclusions and omissions of areas from regional labels in order to offer educators ideas that can enhance classroom content on regions. This article concludes by providing suggestions for classroom activities collecting, analyzing, and discussing vernacular region patterns and processes in accordance with National Geography Standard Five at the eighth-grade level. 相似文献
8.
Engaged pedagogy and responsibility: A postcolonial analysis of international students 总被引：1，自引：0，他引：1
This paper responds to increasing discussions about responsibility within geography by exploring some of the spatialities imbued in thinking responsibly about internationalisation in the UK Higher Education system, and it uses the categorisation of the international student as a way in to this exploration. Although international students have been considered from the viewpoint of migration studies, global education studies and critical pedagogical studies, this paper attempts a postcolonial analysis of international students, to consider what forms of pedagogic responsibility are called forth through this framework. Building on bell hooks’ call for an ‘engaged pedagogy’, this paper shows that routing care and responsibility through postcolonial geographies incites a more sharply demanding political praxis. 相似文献
9.
Tolu Muliaina 《The Australian geographer》2018,49(4):517-535
ABSTRACTThe poor performance of Pacific students at university is a concern for every level of society. Conventional models of teaching, learning and assessment have overlooked the cultural background of students, yet the effects of this oversight have been disastrous, alienating and disempowering. Studies of and developments in education in the Pacific and elsewhere offer opportunities to rethink the methods of teaching, learning and assessment of Pacific students in ways that are congruent with their home culture. Informed by the principle of so’a lau pule (the Samoan concept of consensus through consultation and conversation) and ethnographic research methods, this study describes an attempt to rethink ways of teaching, learning and assessing student performance in a third-year course on Resource Conservation and Management in the School of Geography, Earth Science and Environment at the University of the South Pacific. Introduced in 2007, the Student Innovative Contribution to Knowledge (SICK) allows students to participate in key decisions concerning teaching, learning and assessment. SICK is grounded in the principles of inclusiveness and participation. It takes account of the skills and abilities of Pacific students and is aligned with the philosophical basis of Pacific cultures. One hundred and fifty-eight students took part in this study over a 5-year period. Analysis was based on students’ written reviews of the semester’s work, in-depth conversation with individual students and the end-of-the-course evaluation. The findings show that, while students embrace the need for non-conventional forms of teaching, learning and assessment, the most frequently cited responses for non-participation are poor time management and varying perceptions of what is considered an innovative assessment. This study shows that understanding the cultural background of students is critical to creating culturally inclusive learning environments. 相似文献
10.
Jeff Rose 《The Professional geographer》2018,70(2):305-310
Community engagement curricula and course design can provide substantial experiences for both community members and participating students. Using a case study approach, this research focuses on four steps in this process: initial community relationship forming, engaging in community service, transitioning to civic engagement, and developing a community-based research program. Narrative examples from student course evaluations position these community-based experiences as transformative for multiple parties. Institutional structures are presented as helpful entrees to engagement for students, while noting that community relationships provide contextualized, powerful, and meaningful relationships, supporting recommendations for emerging and existing community engagement programs. 相似文献