Teaching Geography by Television

Abstract

Results of long-term application of instructional television in advanced university courses indicate this medium can be extremely effective when properly utilized. Student complaints stem from poor viewing facilities and inept technical presentation. Instructional TV requires a large initial investment in equipment and personnel. High program quality may be difficult to achieve because it stems from a combination of unusual teaching abilities and special faculty training.     

On Methods of Teaching Geography

This study investigates the location and varying spatiality of questions in geography textbooks. The results show that study questions posed in page margins address the three components of spatial thinking—concepts of space, using tools of representation, and processes of reasoning—more than questions in other locations within the text. Three practices are particularly recommended to help students develop spatial thinking skills through answering textbook questions: (1) utilize page-margin questions; (2) select questions around spatial representations; and (3) focus on higher-level cognitive processes.     

Teaching GIS in Geography*

Although numerous courses in geographic information systems (GIS) have been introduced into the geography curriculum over the past few years, there has been remarkably little debate over the issues involved. This paper first discusses the arguments for geography as an appropriate disciplinary setting for GIS teaching at the undergraduate level. This is followed by a discussion of the nature of GIS courses and their appropriate place in the undergraduate geography curriculum. The final section of the paper describes the NCGIA Core Curriculum project and examines its significance in this broader context.     

Materials Approach to Teaching Geography

Abstract

The Geography Department at California State University, San Diego, has initiated a formal internship program for both advanced undergraduate and graduate geography majors. This article presents informational background material on the organization and operation of the program. During the first year of operation, students have interned at various locations, including town, city, and regional planning departments, and state and county environmental and transportation agencies. The program has been an unqualified success with enrollment expanding. Students find that the work/learn experience has a far greater impact than many an hour of professional lecturing.     

Teaching Advanced Placement Human Geography

Abstract

The College Board's decision to add human geography to its Advanced Placement (AP) program is an exciting development for teachers at all levels who are concerned about the state of geographical understanding in North America today. Yet as discussed in an earlier edition of this journal (Murphy 1998), the successful implementation of AP human geography is contingent upon meeting formidable pedagogic challenges. These challenges are the product of the discipline's relatively low profile in many high schools (particularly in the United States), the lack of extensive geographical training on the part of most high school teachers, and the scarcity of good geographical reference materials in many classrooms and libraries.     

地理教学中的美学教育

美育的一个显著特点是"寓教于乐之中,寓教于美的享受之中".本文阐述注重美育渗透到地理教学中,能大大激发学生学地理兴趣,使学生的学习转变为自觉的行为,提高教育教学质量.充分挖掘地理美育素材,在教学中渗透美育,也是实现新课程目标--"情感态度与价值观"要求的重要途径.