体制与认同：高校地理院系调整的启示

地理院系调整研究旨在通过对地理学认同产生不利影响的高校地理院系调整的解析,揭示地理学发展存在的学科与体制认同问题。基于对高校地理院系调整的回顾,分析地理院系调整的原因及影响,并结合当前地理院系发展态势阐明其启示。结果显示：学科认同与院系调整互为关联,尽管地理院系调整导致的解体并不表明地理学的终结,一般意义的调整也存在积极影响,但不同类型地理院系调整对地理学（特别是人文地理学）学科认同的不利影响仍然明显,并影响着体制层面的学科再生产。地理院系调整的发生是多因素共同影响的结果,复杂多样的因素及其影响表明地理院系面临竞争,需要地理学者既“正名”（塑造科学性、统一性的学科形象）又“指实”（完整的院系体制建设）;既“向内”（地理院系及地理学家的努力）又“向外”（维护地理学及地理院系的完整性认同）的集体努力,在强化地理学综合性基础上形成“多轨发展”机制,强化地理学学科与体制认同。“跨学科典范”的塑造或许是当前地理院系应努力的现实目标。     

Preservice Geography Education

Abstract

Improving preservice education, especially geography preservice education, is difficult because few geography faculty understand the teacher education process, many education professors who prepare geography teachers are not geographically well-educated, education and geography faculties do not communicate effectively, and efforts by alliances and other organizations have focused on inservice teachers, for the most part. Recommendations to improve preservice education in geography are offered. The authors argue that none of these recommendations should be implemented without considering its relationship with all of the components of the geography education system.     

Pupils' knowledge and awareness of geography when starting upper secondary school in Norway

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.     

Spatial Thinking Concepts in Early Grade-Level Geography Standards

ABSTRACT

Research in the cognition and learning sciences has demonstrated that the human brain contains basic structures whose functions are to perform a variety of specific spatial reasoning tasks and that children are capable of learning basic spatial concepts at an early age. There has been a call from within geography to recognize research on spatial cognition in a meaningful way in primary school curriculum. This article utilizes the spatial thinking taxonomy proposed by Gersmehl and Gersmehl (2006) to examine to the extent to which spatial thinking concepts are being practiced in U.S. schools. The National Geography Standards and forty-nine state social studies or geography standards are examined. Using standards as a measure of geography content, it is concluded that while some of spatial thinking concepts appear often in curriculum, others are largely absent. Designing geography standards that address the findings of spatial cognition research may serve as a means of improving geography instruction.     

Geographers' Forum

Abstract

The Local Community: A Handbook for Teachers is an effective text and organizational framework for developing a course on the geography of a state which combines elements of introductory geography, regional geography, and geographic methods for a graduate class composed of practicing teachers generally inadequately trained in geography. Through a series of distinct, yet integrated steps teachers are exposed to the conceptual and methodological basics of the field, comprehensive analysis of regional patterns of the state, and specific strategies for teaching the geography of the state and the local community. Teachers leave the course knowing not only what to teach about the geography of a state, but how to teach it.     

Geography in Schools

In Australia, geography, studied as a discipline, is generally non-existent in Grades K-6 (approximately ages 5-11 years) and, in some states, this state of affairs extends to Grades 7-10 (12-15 years). In New South Wales (NSW), the geography component has been strengthened in the Grades K-6 curriculum; there are mandatory and optional geography courses in Grades 7-10, and optional geography courses in Grades 11 and 12 (16-17 + years). In this paper, the place of geography in NSW, in the learning area of Studies of Society and Environment, is compared with geography curricula in five countries. In England and Wales, and in Finland, geography is regarded as an essential subject in the school curriculum. In the USA and Japan, attempts are being made to replace generalist social studies courses with disciplines, such as geography, from the humanities and social sciences. And, finally, Hong Kong has been influenced by curriculum developments in England and Wales, as well as in Australia.     

基于地理区位的区域发展分析——以重庆市为例

文章在对比分析区位与地理区位的基础上,提出了区域地理区位分析的双层次模式,认为区域发展所需分析的地理区位可分为一级,二级地理区位两个层次,对区域地理区位的总体认识可以通过对二级地理区位的具体分析来实现,其中,自然地理区位,人文地理区位和经济地理区位构成一级地理区位,农业,工业,商贸,交通通信,工程,资源,环境,旅游,城市和政治等地理区位共同构成二级地理区位,同时,以该双层次模式对重庆市的地理区位进行个案研究,具体分析了重庆市二级地理区位的优劣势,并据此提出重庆市在“西部大开发”中,基于地理区位条件的若干区域发展对策建议。     

The Boston Park System

Abstract

This article is a study of early women geography educators between the years 1783 and 1932. Many women were working in the field at that time, but with varying degrees of activity. Twenty-six were especially active in geography contributing significantly to the growth of geography in universities, colleges, and public schools. Some of the women wrote geography textbooks in the pre-professional geography period before 1875. As such, they would be considered geographers, but it was not until the 1890s that women became involved in professional geography. The professional activities of seven women are highlighted as representative of women who were especially active in the discipline.     

The Council at Work

Abstract

The field of geography education is sadly lacking in empirical data that might inform and underpin decisions about standard setting, curriculum design, materials development, teaching strategies, and assessment procedures. Large quantities of high-quality data are necessary if geography is to be successfully implemented in the American education system. This article advances four needs that, if met, would generate the data necessary to make the case for geography in America's schools. We need a new attitude towards research, a series of baseline studies, a research agenda, and a research clearinghouse if we are to make a convincing case for geography in America's schools.     

BEWARE OF NEW GEOGRAPHIES

The effort to make the discipline appear relevant and useful raises the danger of allowing applied geography to become yet another “new” geography. Though we must encourage the development of a viable applied geography, we must simultaneously make much greater use of our existing traditions and literature if we are to thrive in the long run as an academic discipline. Without a heritage, we are vulnerable.     

The Future of Radical Geography∗

Radical geography has posed new, and refashioned many old, geographical problems. These problems require attention irrespective of one's political leanings. Yet radical geography has been consistently ignored by mainstream geographers since its inception. This essay examines the reasons for this situation, and finds four answers in Peet's recent review of the history of radical geography [1]. It seems likely that radical geography will continue to receive a cold shoulder unless its future exponents take pains to counter this trend. Six conditions are required to ensure progress, including effective communication in established journals, methodological heterodoxy, and a systematic, discipline-wide evaluation of the contribution of radical geography.     

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

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。     

2000年以来中国社会地理学发展的回顾与展望

2000年以来,中国社会地理学呈现出良好的发展态势。梳理和分析该时期中国社会地理学的发展,对了解当前国内本学科的现状和指导未来一段时期的发展都具有重要意义。首先对社会地理学的发展进行简要介绍,探讨了社会地理学的研究主题。通过对大量文献和著作的梳理,在对2000年以来中国社会地理学发展的总体分析基础上,从城市社会地理学与乡村社会地理学两方面对社会地理学研究的主要内容进行了归纳和评述,最后对中国社会地理学未来的发展进行了讨论和展望。在未来的学科建设与研究中,中国社会地理学应积极合理地借鉴西方地理学与其他学科优秀成果,继续拓展并深化已有的研究内容,探索建立具有中国特色的社会地理学理论框架,同时发挥社会地理学问题指向性优势,提高解决实际问题的能力。     

在一般性与特殊性之间的地理学——以《地理学思想：批判性导论》为范本的考察

地理学思想史研究和教学对学科发展意义重大。地理学发展过程中既有寻求一般性理论的传统,也有对地方特性的强调,二者间的紧张关系是地理学思想史的一个主调。尤其是第二次世界大战之后,实证主义、人文主义、马克思主义、女性主义、后现代、后结构、后人文、关系地理学等众多学派涌现,其核心争论正是追求一般性还是特殊性。聚焦该问题,以《地理学思想：批判性导论》一书为典型案例,通过梳理地理学思想流派更迭的简史,总结一般性和特殊性之间的辩证互动关系,并指出未来中国地理学思想研究和教育的核心在于批判性。只有通过批判性思考和实践,才能更深入地了解学科性质及其演变历程,才能更好地进行学术普及和理论创新。     

国际地理学发展趋向述要

地理学作为一种理论思维是历史的产物,它的中心研究课题是随着时代的进展而不断变化的。因此要从发展观点来认识地理学。再则各国由于国情不同,地理学的发展也具有地域差异性。本文从古代、近代和现代三个发展阶段和西方及苏联两大中心的主要地理思潮加以分析,说明了以上论点。     

Chile

Abstract

This study provides empirical information about the extent of geography instruction present in history classrooms. Techniques of protocol analysis were applied to oral references to geography made by teachers and students in 44 U. S. and European history lessons in several grades. The references were coded according to GENIP' s five themes plus a sixth coding category for explicit references to maps. Two types of references were found: passing references, which merely mentioned a geographic issue or feature, and substantive references, in which geography was taught or played a substantial role. That 550 geographic references occur in these lessons may explain why so many history teachers believe that they are adequately integrating geography and history. However, 75 percent of all the references were passing and not substantive. We conclude that the core epistemological events for learning and reasoning in, about, and with geography are not being taught adequately in history lessons.     

The Value of Place Geography in a Commercial Geography Course

Abstract

This article summarizes methods used in a secondary school geography class to interest students in geography through examples drawn from local geography. Instead of relying on examples taken from exotic places to illustrate geographic concepts, the local landscape is used in the classroom to teach students about geography. The article is arranged according to the six essential elements of the National Geography Standards, but it does not imply that the methods presented should be used to teach the standards. Rather, the examples presented are used throughout a course in the geography of North and South America to develop an interest among students and, with examples from the local landscape, to increase student understanding of geographic concepts related to issues presented in the course.     

有关区域地理学若干问題的初探

区域地理学在地理学史上长期居重要地位,但是五十年代以后一度衰落.区域性和综合性是地理学的两个特点.区域地理学综合研究赋予区域某种同一性和独特性的相互联系的地理要素.实践中有大量综合性课题涉及区域地理问题,区域地理学应该重新得到重视. 旧的区域地理学已不适应当前形势的要求,应当在现代科学的基础上改造区域地理学.必须(1)坚持区域观点和综合观点;(2)以人地关系作为研究核心;(3)以论题研究为主要形式;(4)应用计量方法,建立多种模式,进行系统分析.充分利用先进的技术手段和科学的方法,以促进区域地理研究工作的现代化.     

The Future of Radical Geography*

Radical geography has posed new, and refashioned many old, geographical problems. These problems require attention irrespective of one's political leanings. Yet radical geography has been consistently ignored by mainstream geographers since its inception. This essay examines the reasons for this situation, and finds four answers in Peet's recent review of the history of radical geography [1]. It seems likely that radical geography will continue to receive a cold shoulder unless its future exponents take pains to counter this trend. Six conditions are required to ensure progress, including effective communication in established journals, methodological heterodoxy, and a systematic, discipline-wide evaluation of the contribution of radical geography.     

吴传钧院士对发展中国农业地理学的贡献

吴传钧先生是杰出的地理学家、地理教育家。他热衷于农业地理学研究,是中国现代农业地理学的带头人。在70多年的科学研究与教育生涯中,农业地理学既是先生科学研究的起点,也是他科研工作的重点。先生在农业地理学领域的研究工作及其贡献可简要归纳为3个方面:①缘于深厚的农业地理情结,率先开展农业资源调查、农业区划的理论与方法探索;②结合国家重大项目研究,精心组织和深入开展农业地理学理论的系统研究与总结;③基于人地关系地域系统理论,率先研究提出中国不同类型区域的农业与农村发展问题、机制和方向。这些开创性的学术研究及成就,为建立具有中国特色的现代农业地理学理论与方法体系做出了重要贡献。