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| 1980年以来中国高等地理教育机构的发展：类型、增长与分布演变 | |
| 引用本文： | 郭玉珊,和晓江,孙俊,汤茂林,潘玉君,吴映梅,品初独玛,段生鑫,李鑫艳,胡含春,游荐,吴爱燕,张烨,付冰月,李继庆,母德龙,罗婷.1980年以来中国高等地理教育机构的发展：类型、增长与分布演变[J].地理科学进展,2021,40(11):1911-1924. |
| 作者姓名： | 郭玉珊 和晓江 孙俊 汤茂林 潘玉君 吴映梅 品初独玛 段生鑫 李鑫艳 胡含春 游荐 吴爱燕 张烨 付冰月 李继庆 母德龙 罗婷 |
| 作者单位： | 1. 云南师范大学地理学部,昆明 650500 2. 云南师范大学历史与行政学院,昆明 650500 3. 南京师范大学地理科学学院,南京 210023 |
| 基金项目： | 国家社会科学基金项目(16ZDA041);国家社会科学基金项目(17FZS047);国家社会科学基金项目(20FZSB006);国家自然科学基金项目(41761037);国家自然科学基金项目(41971169) |
| 摘 要： | 为了厘清中国高等地理教育机构发展脉络,论文基于多种类型资料,梳理了1980—2021年中国高等地理教育机构的专业、沿革、停办数据,从类型、增长、分布3个层面讨论其发展过程,并探讨其当前主要问题。研究发现,近40余年中国高等地理教育机构发展有如下特征：① 主要分布在科研机构和高校中,且高校涉及综合、师范、工程与矿业等11类高校;② 地理学专业数量及其在机构中地位的差异使之有必要区分学科机构与专业机构;③ 数量增长包括1980—1998年稳定增长、1999—2009年快速增长、2010—2021年波动增长3个阶段,并主要受高校地理院系增长的影响,不同阶段不同类型高校地理院系增长又有差异;④ 分布演变可分为与数量增长时段相一致的省级稳定扩展、省级与地市级双轨快速扩展、省级与地市级双轨缓慢扩展3个阶段,不同类型机构空间分布及扩展态势也存在差异。当前中国高等地理教育机构已形成学科机构为主体、专业机构为扩展翼的发展态势,但有必要加强学科认同和学科共同体建设,以避免多样化发展可能引起的误解,改变仍然存在的高校学科院系“名实不符”现象,降低高校专业院系停办风险。 |
| 关 键 词： | 高等地理教育机构 学科机构 专业机构 学科认同 |
| 收稿时间： | 2021-05-13 |
| 修稿时间： | 2021-08-25 |
Development of higher education institutions of geography in China since 1980:Types,growth,and distribution |
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| GUO Yushan,HE Xiaojiang,SUN Jun,TANG Maolin,PAN Yujun,WU Yingmei,Pinchu Duma,DUAN Shengxin,LI Xinyan,HU Hanchun,YOU Jian,WU Aiyan,ZHANG Ye,FU Bingyue,LI Jiqing,MU Delong,LUO Ting.Development of higher education institutions of geography in China since 1980:Types,growth,and distribution[J].Progress in Geography,2021,40(11):1911-1924. | |
| Authors: | GUO Yushan HE Xiaojiang SUN Jun TANG Maolin PAN Yujun WU Yingmei Pinchu Duma DUAN Shengxin LI Xinyan HU Hanchun YOU Jian WU Aiyan ZHANG Ye FU Bingyue LI Jiqing MU Delong LUO Ting |
| Institution: | 1. Faculty of Geography, Yunnan Normal University, Kunming 650500, China 2. School of History and Administration, Yunnan Normal University, Kunming 650500, China 3. School of Geography, Nanjing Normal University, Nanjing 210023, China |
| Abstract: | Based on data on the establishment, change, and closure of undergraduate and graduate programs in higher education institutions of geography in China from 1980 to 2021 extracted from a variety of sources, this article discussed the development process of these institutions from three perspectives—types, growth, and distribution—and the current main issues they are facing. The following results were obtained. First, higher education institutions of geography include research institutions and departments at universities/colleges. Universities/colleges running geography departments could be divided into 11 categories: comprehensive, normal, engineering and mining, agriculture and forestry, technology and information, city and architecture, finance and economics, tourism, ethnic, language, and military universities/colleges. Second, it is necessary to divide geography institutions into "discipline" and "major," considering the difference in the number of geography majors in different institutions. Third, the development of higher education geography institutions can be divided into three stages: 1980-1998, stable growth period; 1999-2009, rapid growth period; and 2010-2021, fluctuating growth period. The various types of universities/colleges that run geography departments affect the growth of geography institutions in different stages. Fourth, the distribution of geography institutions can be divided into three stages: provincial stable expansion (1980-1998), provincial-prefecture level fast expansion (1999-2009), and provincial-prefecture level continuous expansion (2010-2021). Furthermore, there are differences in the spatial distribution and expansion trend of various types of universities/colleges that run geography departments. In the past 40 years, the types, growth, and distribution of higher education institutions of geography in China have been continuously optimized. Recently, there has been a development momentum of forming institutions with geography as a discipline as the core body and institutions with geography as a major as extended space. While this is a healthy development, it is also necessary to strengthen the disciplinary identity and communities in order to avoid the misunderstanding that geography is not a unified discipline for its diversified development, to alter the common phenomenon that "geography" or "geographic sciences" is disappearing from department names, and to reduce the risk of major institutions being closed. |
| Keywords: | higher education institutions of geography institution with geography as a discipline institution with geography as a major disciplinary identity |
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