Promoting Lifelong Professional Development in Geography Education: International Perspectives on Developing the Scholarship of Teaching in Higher Education in the Twenty‐First Century*

Whereas the global march towards the professional development of geography teachers in schools was, perhaps, the major achievement in geography education of the twentieth century, promoting the professional development of faculty teaching geography in higher education is one of the major challenges that faces us in geography education for the twenty‐first century. What little educational development is currently provided for faculty teaching in universities is largely generic. There is a need for a disciplinary specific component in educational development, both for the initial training of faculty and for their continuing professional development. This article explores how the professional development of faculty is related to the international debate about developing the scholarship of teaching and learning in higher education. It reviews some recent initiatives, particularly from the United States and the United Kingdom, and examines the role of national associations and international networks in supporting faculty teaching geography in higher education. Some of the challenges involved in professionalizing teaching geography in higher education are discussed. The article ends with some suggestions for promoting lifelong professional development in geography in higher education nationally and internationally.     

Human geography in higher education in Malaysia: Issues and challenges

This paper reviews the state of higher education human geography in contemporary Malaysia in relation to four main challenges: defending the unity of identity of higher education geography as a coherent and distinct discipline; ensuring the institutional survival of geography in higher education; enhancing the visibility of geographers as public intellectuals; and fostering the internationalization of human geography in Malaysia. It also suggests possible measures in responding to these. Moreover, while sharing the problems of developing higher education human geography experienced in other countries, Malaysia suffers most from national education policies that place lesser importance on the teaching of geography in schools, that stipulate a non‐English (Malay) medium of instruction, and that have been late in espousing an outward looking research university concept. In summing up the prevailing conditions as depicting a mixed bag of benign contentment, hard‐nosed pragmatism and continuing frustrations, it is uncertain whether recent policy changes to advance research environments in public universities can appreciably alleviate the fourfold challenges mentioned above.     

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.     

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.     

20世纪人口地理学研究进展

20世纪之前的人口地理学只是从属于传统地理学的人口地理研究.进入20世纪,人口地理研究尚未从人文地理学中独立出来,内容上延续了拉采尔的人类地理学思想;二战以后,人口地理研究逐步向人口地理学纵深发展,50年代人口地理学逐步成形.20世纪后半叶,人口地理学得到了持续快速发展:出生率与老龄化、迁移与流动、人口与脆弱性等世界性...     

中国地理学研究中的伦理思考——以图们江地区国际交通通道开发研究为例

讲求伦理道德是中国几千年儒家文化特有的要求,我们地理学工作者不能回避。在列举了地理学必须回答地理学伦理问题,认为,中国地理学工作者的研究行为与政府行为相结合有着中国文化熏陶和社会制度的必然性,研究成果与政府的需要相结合是地理学必须遵循的伦理规范。在图们江地区国际交通通道研究的不同时期,政府行为的利益目标和利益原则有不同的变化,地理学的研究方法和科学原则也随之发生变化。进而认为,只要政府行为的利益目标符合战略尺度上的公众利益,地理学研究行为的变化就是符合科学伦理的。不能孤立地强调地理学家的科学公正,理解我们所服务的政府,帮助、引导政府开展其符合社会公众利益的行为是更积极的科学态度。     

Recent Trends in Geography Education in Louisiana

Geography at elementary and middle schools in Louisiana, USA., remains a social studies strand along with civics, economics, and history, with no state-required geography course at any level. But because schools may require more geography than the state standard, this research examines the extent to which K–12 students are exposed to geography in Louisiana, using an electronic survey and an interview with state department of education officials. Results suggest that geography remains underemphasized, but the 2011 implementation of new social studies standards, the Advanced Placement Human Geography course, and other initiatives offer promise for more geographically literate Louisiana citizens.     

褚绍唐先生的学术思想与贡献

褚绍唐先生是中国著名的地理教育家,历史地理学家,华东师范大学地理系教授。褚先生的地理教育思想构建起了中国中小学地理教育教学与研究的基本框架,先生组织发起的地理教育学术组织和创办的学术期刊仍发挥着巨大作用,先生编写的中小学地理教学大纲和教材惠及数代人。褚先生对上海历史地理的研究颇有建树,对上海的城市发展过程、成陆过程,水系变化等有独特见解。褚先生对《徐霞客游记》的整理和校点工作具有划时代意义,同时,先生也是徐霞客研究领域的大师。此外,褚先生还在城市地理学、地图学、地理文献翻译等领域做出了贡献。     

试论地理科学与持续发展

本文简述二十世纪以前传统地理学漫长的发展过程，并论及研究内涵、领域的演化。本世纪中叶以来，随着社会经济的发展与科学技术的进步，地理学不仅扩展了研究领域，且在理论、方法和技术上都取得了长足之进展。现代地理学逐渐成为一个分支众多的学科体系，地理学的研究领域正经历着横向扩展与纵向深化的新的过程，这种既有学科综合，又有学科分化的趋势，适应了现代科学发展的潮流。新理论、新方法和新技术的引入，极大地提高了地理学的系统分析与系统综合能力，从而相应地提高了地理科学体系的理论水平和应用能力。21世纪无疑地将为地理学的发展带来新的契机，地理环境的持续发展将成为研究重心。在第三次科学大综合浪潮推动下，改革传统的地理学结构，构建地理科学的新体系与方法论，对其科学价值与功能进行新审视，在理论和应用领域不断进取与开拓，才能释放这门学科所蕴蓄的科学力量。     

我国20世纪工业地理学的发展

我国工业地理学发轫于２０世纪初,在经历了启蒙和成长两个阶段后,终于成为经济地理学的一个重要分支学科。作为一门实证性学科,我国工业地理学面临国家工业化转型所带来的巨大挑战。为此,实现以政府主导布局的传统理论思维向以市场主导布局理论思维的转变强调空间扩散和空间重组的协调发展和现实布局实践的科学总结将 国工业地理学未来发展的三个最重要和最基本的方向和任务。     

Whither Parity? The Need for a Comprehensive Curriculum in Human‐Environment Geography

If human‐environment geography is central to the discipline, then human‐environment courses should be a sizable segment of the undergraduate curriculum. Undergraduate educational offerings are inadequate, however, meaning that geography departments are shortchanging their majors, missing opportunities to attract and inform the general student body, and failing to meet the needs of future K–12 educators. Unless geography provides satisfactory human‐environment education, it will likely have much less impact on twenty‐first‐century environmental science.     

全新世中期以来西辽河流域动物地理与环境变迁

自全新世中期以来 ,西辽河流域动物群的种类成分有很大变化。全新世中期 ,野猪和鹿科动物是这里最主要的大型食草动物。公元初期 ,野马等草原动物占有一定地位。中世纪的辽代时期 ,鹿科动物成为这里最主要大型食草动物 ,同时 ,有适应沼泽环境的麋鹿。直到清代初期 ,野马在动物群中还占有一定地位。清代中期 ,大型食肉动物虎、豹、熊分布较广泛 ,清代晚期 ,其分布迅速减少直至消失。动物地理的变化在一定程度上反映了环境的变化。     

国外教育地理研究回顾与借鉴

教育地理研究作为地理学和教育学的交叉研究出现于20世纪中叶,早期教育地理研究主要是借助地理学的视角和工具解决教育的空间问题,包括教育规划、教育土地利用、学校选择以及与居住地相关的教育机会和结果差异等;1990年代以来的教育地理研究注重从社会空间的角度来解析教育,关注教育与社会、经济、政治和文化等的内在联系,并建立起了以尺度为框架的研究体系。在最初的研究中,教育空间被当作既定的客观空间;1990年代以来,受社会科学空间转向的影响,教育空间被看成是与经济、社会、文化、政治等相互塑造的空间。当前,教育地理研究已经建立起了知识体系和研究框架,研究尺度包括微观(学习者、学习空间、学校与社区等)、中观(区域、国家等)和宏观(国际)的空间尺度研究,教育地理的研究范围得到扩展。国内教育地理研究可以从不同尺度上加强空间的研究以及空间之间的联系讨论,扩展非正式教育这一广阔的领域,加强教育公平的社会空间解释。     

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。     

NOTES ON THE RISE OF THE AREA STUDIES TRADITION IN U.S. GEOGRAPHY, 1910–1929*

Area studies emerged as the leading tradition in American geography during the second decade of this century, supplanting the earth science tradition. The man-land tradition, reaching its peak during the second and third decades, never became as dominant as did the area studies tradition, based on a classification of the number of articles published, papers presented at annual AAG meetings, doctoral dissertations, and philosophical and methodological pronouncements by noted figures in American geography.     

SUGGESTIONS FOR IMPROVING GEOGRAPHICAL INTERVIEW TECHNIQUES

Area studies emerged as the leading tradition in American geography during the second decade of this century, supplanting the earth science tradition. The man-land tradition, reaching its peak during the second and third decades, never became as dominant as did the area studies tradition, based on a classification of the number of articles published, papers presented at annual AAG meetings, doctoral dissertations, and philosophical and methodological pronouncements by noted figures in American geography.     

Classifying Geographical History*

Although the term “historical geography” has been the subject of a sustained and critical debate, that of “geographical history” has not. Usage of the latter term has been variable and the epistemological status of geographical history has been ambiguous. An examination of the usage of the term “geographical history” during the past 100 years or so reveals both that it has been employed little but confusingly and that there have recently been calls for its wider adoption. Two key themes are identified in the literature: first, that of geographical history as the study of changing geographical distributions; and second, geographical history as the study of geographical (in the sense of physical environmental) influences in history. In theory it is possible to distinguish geography from history and historical geography from geographical history, but in practice it is often difficult to do so. Nonetheless, examining usage of the term matters as a contribution to the history of ideas, and identifying its common usages allows scholars to communicate with mutual understanding.     

The Geography Course in the Oswego State Normal and Training School

Abstract

This article addresses the knowledge of geography and geography-related careers of sixth and ninth grade students in six Florida schools. For geography knowledge no sex differences were noted for the total sample, ninth grade African American males outperformed African American females, achievement differed by school, and students knew most about skills and least about physical geography Students' career knowledge increased with grade level; males were more knowledgeable than females; African American females were the least knowledgeable; sex-related differences became more pronounced in ninth grade; and the most frequently cited careers were cartographer, explorer, meteorologist, and news person.     

中国地理学如何面对21世纪

面对 2 1世纪 ,如何进一步发展我国地理学 ,已成为全国地理学界和有关人士最为关注的问题。文章在简单概括回顾了 2 0世纪后期取得的巨大成绩基础上 ,初步探讨了 2 1世纪初叶中国地理学如何发展的问题。     

论风水的地理学价值及其在中国古代地理学中的地位

本文从地理学的角度,研究了风水中所蕴含的丰富的地理学思想,分析了其地理学价值,论述了其与中国古代地理学的关系,并明确了它在其中的地位。