Industrialization and Economic Development in Advanced Placement Human Geography

Abstract

This article discusses the contents and significance of the industrialization and economic development section of the Advanced Placement human geography course. It also describes how the course outline breaks into four sections the concern of economic geographers with the analysis of the spatial character of economic activity. In summarizing the content of these sections attention is given to links with other course modules and to the use of effective pedagogies for articulating key concepts.     

Cities and Urban Land Use in Advanced Placement Human Geography

Abstract

This article examines key topics and concepts in the cities and urban land use section of the Advanced Placement human geography course. Among the topics discussed are definitions of urbanism, the origin and evolution of cities, functional character of contemporary cities, the built environment and social space, and responses to urban growth.     

What Kind of Assessment for What Kind of Geography? Advanced Placement Human Geography*

This article raises awareness of the recently introduced Advanced Placement course in Human Geography by describing the design and management of assessment in the course. Standards are maintained through the choice of assessment instrument, the development of test items, scoring, and grade‐setting. The article contributes to a deeper understanding of the opportunities and threats of standardized testing within geography.     

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.     

Political Organization of Space in Advanced Placement Human Geography

Abstract

The political geography section of the course offers the opportunity to introduce students to one of the most important ways in which humans have divided up the surface of the Earth for purposes of management and control. By challenging students to consider what lies behind the patterns on political maps, this segment of the course can encourage the development of a critical geographical perspective while enhancing student appreciation of the link between geography and current events.     

Population in Advanced Placement Human Geography

Abstract

The Advanced Placement human geography course affords high school students the opportunity to experience an introductory college-level course in geography. Population is one of six major themes in the course. The course outline identifies four key areas of study in the population unit: geographical analysis of population, population distribution and composition, population growth and decline over time and space, and population movement. This article addresses each of these areas of study and identifies examples of concepts, topics, and types of data that could form the basis for instructional activities. A resource list is provided for additional reading.     

Teaching Orientalism in Introductory Human Geography

This article explores efforts to bring postcolonial theory into the undergraduate human geography classroom. Through a case study of teaching Edward Said's Orientalism in introductory human geography, we discuss the relevance of postcolonial theory to critical pedagogy in geography. We lay out how instructors can teach Orientalism in introductory courses, what happens when they do so, and where efforts to use postcolonial theory to help students analyze the “colonial present” can be improved. We suggest that postcolonial theory is particularly well suited pedagogically to show students the mechanisms and uneven power relations producing and sustaining past and present geographies of difference.     

统一地理学发展之道——直面危机,加强对话,超越自然-人文二元化

当代地理学面临自然-人文二元化、学科过分分化、失去雄心壮志且健忘等问题,统一地理学受到挑战。从自然地理学先驱们探讨人类活动及其影响着手,对自然地理学的人文化进行回顾,并论述其最新进展;从自然生产视角探讨人文地理学与自然地理学的交叉性。基于两大分支学科的最新发展趋势和解决问题的面向性,提出围绕重大问题,超越自然-人文二元化,加强对话,加强统一地理学,以便加强学科认同并对人类面临的重大问题做出应有的贡献。     

Modern Agriculture in Advanced Placement Human Geography

Abstract

This article is an overview of the agriculture section in the outline of the Advanced Placement (AP) human geography course. It is intended to provide a more detailed framework on which teachers may develop their own curriculum for the AP class. Special emphasis is given to the practice of agriculture in contemporary industrial societies. It also encourages teachers to balance the cultural and historical views of agriculture contained in many textbooks with an economic and geographic focus. Agribusiness is also given special treatment.     

从新文化地理学重构人文地理学的研究框架

指出TerryG Jordan等人在“Thehumanmosaic”一书中所提出的、并被国内人文地理教科书所采用的分析框架仍然属于传统人文地理学的分析框架 ,偏重于文化生态学和文化景观学派。而deBlij等人在“Humangeography :culture ,society ,andspace”第 6版教科书中所出示的框架图 ,显示出人文地理学研究问题和思路的新变化。新文化地理学的发展使人文地理学研究框架的重构问题突显出来。作者尝试将传统人文地理学和新文化地理学结合 ,利用 5个复数概念 :属性 (attributes)、空间 (spaces)、时间 (times)、方法 (approaches)和世界(worlds) ,构建了ASTAW框架。该概念框架的排列组合关系 ,可用以指导人文地理学问题的建构和研究路径 ,丰富以往人文地理学的内容体系 ,具有相应的时代应用价值。     

Introductory Human Geography Textbook Representations of Africa

This article analyzes representations of Africa found in ten introductory human geography textbooks. Recent research in communications studies cites the common tendencies of the U.S. media to represent Africa in rhetorical tropes of disaster that are ahistorical and rife with geographical abstraction and misrepresentation. The main textbooks in geography tend to avoid ahistorical and geographical simplification, yet they often repeat stereotypes and misleading media imagery concerning Africa. A broad body of works by geographers in the last decade that offers critical scholarly analysis of both African crises and African everyday life is generally underrepresented in the discipline's introductory textbooks, although some encouraging exceptions do exist to that generalization. It is suggested that geographers need to critically re‐examine the ways in which African examples are utilized to teach fundamentals of human geography.     

Introductory Human Geography Textbook Representations of Africa

This article analyzes representations of Africa found in ten introductory human geography textbooks. Recent research in communications studies cites the common tendencies of the U.S. media to represent Africa in rhetorical tropes of disaster that are ahistorical and rife with geographical abstraction and misrepresentation. The main textbooks in geography tend to avoid ahistorical and geographical simplification, yet they often repeat stereotypes and misleading media imagery concerning Africa. A broad body of works by geographers in the last decade that offers critical scholarly analysis of both African crises and African everyday life is generally underrepresented in the discipline's introductory textbooks, although some encouraging exceptions do exist to that generalization. It is suggested that geographers need to critically re-examine the ways in which African examples are utilized to teach fundamentals of human geography.     

Cultural Patterns and Processes in Advanced Placement Human Geography

Abstract

In this article I outline some of the key concepts and approaches that form the cultural patterns and processes section of the Advanced Placement human geography course. In addition, I provide examples to illuminate and help explain those concepts and suggest strategies for pursuing educational discussions concerning the range of cultural geographies.     

Multimedia Guided Writing Modules for Introductory Human Geography

Abstract

This article describes a pilot project initiated in the fall term of 1993 that implemented and tested an interactive system of multimedia computer learning modules for an introductory human geography course. Modules actively involved students in learning and collaborative writing about topics illustrative of the breadth of contemporary human geography. Evaluation was achieved by means of analysis of student essays, electronic logs of student time spent in various portions of the system, and a comprehensive survey administered to students at the end of the term. This information suggests that the use of interactive multimedia lab modules can greatly enrich the learning environment for a wide range of students taking introductory human geography courses, though careful attention must be paid to ensure ease of use. The modules are now being refined based on these results; our hope is to make them available to other geography departments in the near future.     

人文地理学研究方法述要

人文地理学是地理学的重要分支学科，20世纪60年代在人文地理学领域内进行的计量革命引发了人们对地理学的理论建设以及地理学方法论 思考，但是计量革命从一开始就经历着种种责难，文章从对计量革命这一运动的观察开始，对人文地理学方法论进行了反思，在此基础上对当前人文地理学采用的方法进行概括总结，并对一些研究方法应用前景予以展望。     

世界遗产在人文地理教学中的应用

世界遗产的内容与人文地理学的研究范畴极为相似.从类型上看,世界文化遗产、双重遗产与文化景观,以及人类非物质文化遗产代表作都包含不同成分的人文要素在内;世界遗产内容的构成与人文地理教科书的结构相似,二者的研究对象互相包容,教学宗旨同一.作为最佳例证,世界遗产应该在历史地理、文化地理、旅游地理及人地关系等人文地理各分支学科...     

人文地理学"空间"内涵的演进

空间是人文地理学的核心概念之一,随着人文地理学经历三次变革：“区域差异-空间分析-社会理论”,空间的内涵也随之不断演进。从区域学派到空间分析,传统的空间认识使得人文地理学归属于自然科学范畴。1970年代以来人文地理学萌生了新的空间认识,关注到空间的社会性,具有了更多的社会科学的特质。通过勾勒出人文地理学空间内涵演进的轨迹,提出空间内涵应是自然与社会属性相统一的观点。     

Advancing Human Geography at the Commencement du Siècle*

Human geography today exhibits unprecedented vitality and diversity. This survey first charts some major lines of research in the field in light of the ascendancy of critical theory, political economy, and poststructuralist thought, including feminism, the cultural turn, consumption, urban geography, and globalization. Next, it focuses on several “cutting‐edge” issues, such as race, postcolonialism, the social construction of nature, representations of space, and cyberspace. Finally, the article turns an eye toward the future, offering comments on the discipline's likely trajectories with regard to the blurring of traditional dualisms, methodological integration, and the lacunae of public policy and geographic education.     

中国历史人文地理学研究进展与展望

回顾过去5年国内历史人文地理学科领域所产生的主要科研成果,说明历史疆域政区、移民史和人口史、城镇和乡村聚落、历史经济地理、历史文化地理、区域历史地理、生态环境史和灾害史以及历史地理信息系统等分支方向,是构成推动国内历史人文地理研究进展的主要动力来源。历史人文地理学科未来的发展方向主要当是在地理学和历史学的共同关照下,进行具有中国特色的学术创造性研究。     

分形理论在人文地理学中的应用研究

简介分形理论 ,并给出了四种常见分形维数 :Hausdorff维数、盒子维数、信息维数和关联维数的定义 ,探讨它在人文地理学各分支学科 (城市地理学、经济地理学、交通地理学 )的应用及其地理意义。