20世纪90年代以来欧美人文地理学(导论)教材编写新趋向及其启示

基于对欧美人文地理学（导论）教材出版的新情况,对相关问题作些尝试性的探讨,以期为编写出优秀且符合时代要求的人文地理学（导论）教材提供一些参考。欧美同类教材的趋向：① 在原有多样化的基础上重构;② 概念主导的教材在增长;③ 概念主导教材的作者在增多。这些新动向给我们的启示：① 针对多样化的需要,编出多样化的导论教材;② 加强教材的学术性和思想性;③ 教材写作要突出基本概念,培养地理学思维。     

Sourcing Thai geography literature for ASEAN and international education

This study surveys the available English-language literature and learning resources covering the field of Thai geography, and provides historical review of Thai geography education and an inventory of relevant, accessible materials for ASEAN and international undergraduate students, educators and researchers. We note that the discipline and context of Thai geography has shifted toward new technologies, particularly geographic information systems, and this has left a void in practical and accessible text for high school and undergraduate students in gaining broad and traditional knowledge of the field. Our study finds that the accessibility of introductory English-language texts on Thai geography is limited, and that existing texts appear mainly in the grey literature or widely dispersed across various disciplines of study. The paper provides a platform to help future researchers and to facilitate future production of English-language textbooks and other study materials in the field of Thai geography.     

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.     

张其昀的地理思想和学术成就

张其昀(1901—1985)是我国近代地理学的创建者之一。他在地理教育以及人文地理学的广泛领域卓有建树。本文阐述他的学术成就,并探讨他的地理思想。     

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.     

政治地理课程体系设计研究——中外主流教材和课纲比较视角

当前的国际形势和国内治理问题对政治地理学理论和方法发展提出了巨大需求,但是目前国内政治地理学的学科和理论体系仍相对滞后,缺乏能够反映近二十年来理论进展和取得广泛共识的政治地理教材或课程体系。为此,本文在系统梳理和比较中西方主流政治地理教材和课程大纲的基础上,尝试提出一个面向中国当前需求的政治地理课程体系设计。该课程体系以“政治/权力”与“地理/空间”的关系为核心,以尺度为主线,包含学科概览、核心概念、国际尺度的政治地理理论、次国家尺度的政治地理理论和政治地理理论和方法的应用5大方面,纳入了关于学科思想史、方法论等方面的前沿成果和近年兴起的关于政治生态学、跨境移民、绅士化和“一带一路”倡议等理论议题,可供面向本科生和研究生的政治地理教材编写和课程设计参考。     

Women in Geographic Education: An Agenda for the New Century

Abstract

Geography textbooks represent an underutilized raw material for understanding the society which created them and which, with their aid, “writes” important images for social survival. This paper represents an attempt to examine the images of the Palestinians that are embedded in Hebrew geography textbooks that have been written over the past century during which Zionism has existed. The texts, which were examined with the aid of ideas provided by Thompson (1987) and others, indicate the existence of a wide range of treatments of the Palestinians: ethnocentric, romantic, experiential, anthropological, etc. The spectrum of images is dependent on the historical period in which the text was written and the relations that were created between the Palestinians and Zionism in the Land of Israel.     

多彩世界与中国启迪：主要发达国家近期经济地理学教材分析与思考

教材在经济地理学学科发展中具有重要作用。为加强中国经济地理学教材建设,本文选择英国、美国、加拿大、俄罗斯、德国、法国、日本等国近期出版的13本教材,进行内容特点的定性和定量分析。结果表明：(1)所有教材均侧重于经济活动的不同空间维度分析,较少考虑经济活动与自然地理环境条件的关系;但近期显示出对能源和矿产资源利用、绿色发展问题的部分关注。(2)对学科理论和实际问题的权衡差别较大,除少数（4部）教材理论分析内容占重要地位外,多数（9部）以对近期世界和相关国家出现的重大且空间性明显的实际问题分析为主,同时注重其理论的解释。(3)面向英语国家使用的教材较多关注世界性问题和国际上代表性理论观点,其他教材在理论和实际问题分析中,注意突出本国经济地理学特色：俄罗斯经济地理学已转向社会经济地理学,德国在承继规范研究传统基础上突出关系经济地理学,法国关注世界经济地理多样性,日本关注城镇和乡村社区经济地理研究。受此启迪,中国特色经济地理学教材建设中,应注重把握中国经济地理学发展的背景特色和研究成果特色,坚持经济地理学的地理性,突出特殊政府体制下和特殊文化积淀下的经济地理机制,突出大国经济空间格局规律和经济...     

中国人文地理学概论教材评价与建设献议

笔者选取国内流行的几本人文地理学概论教材,对教材的内容、组织结构、表现形式、地图使用等方面进行较详细的评述,指出了存在的不足,在此基础上结合以往的研究及美国人文地理学概论教材的长处,提出新世纪中国此类教材建设的总体构想和若干具体编写建议。     

英美经济地理学教材特点及我国同类教材改革思路

近10a来,英美诸国使用的经济地理教材可被概括为理论分析型、部门分析型、实际问题型和综合型.我国面向21世纪经济地理教材应以理论和研究方法为重点,在理论选择上以可适用理论为主,尽量反映我国经济地理学家的理论成果,在教材组织上应利于培养创造型人才.此外,在教材编写中应树立严谨的学风,给学生以样板.     

21世纪中国人文地理学研究的国际影响定量分析与挑战

本文从当代人文地理学的跨学科特点出发,以2000年以来美国科学情报机构156个SSCI人文地理学期刊的10万余篇论文为基础数据,通过文献计量法从期刊的分类、发文总量、高引用率、世界一流学术机构和明星学者的分布、热门期刊和关键词等方面深入分析当前中国人文地理学在国际学术界的地位、发展趋势以及面临的问题和挑战。结果显示：①21世纪以来,中国人文地理学在国际学术界的迅速崛起已经成为不容争议的事实,中国人文地理学者在国际SSCI期刊的发文总量、高引用率、世界一流机构和明星学者等方面都处于领先地位(世界排名第6)。②当前,中西方人文地理的学科发展存在较大差异,中国人文地理学有着很强的“发展主义”和“实证主义”属性,发文期刊多以规划与发展、遥感、景观等领域为主;而西方人文地理学的社会学偏向非常明显,社会公平、制度和文化嵌入性是西方学者关注的重点领域,在经济地理、文化地理、政治地理等主流期刊中占主导地位。③最后,文章呼吁中国人文地理学应加强在创新研究、社会网络、区域治理、社会正义等方面的理论创新以及与西方理论学派的对话。     

Cartographic Methods for Determining the Qibla

Abstract

Islam is an important topic in human and regional geography instruction, and major textbooks include maps showing Islam's core and rapid expansion diffusion, along with the number of pilgrims to Mecca from different countries. Determining the qibla, the sacred direction for daily prayer, and the distance to Mecca are additional topics that link human geography, Islamic mathematical geography, and modern geographic information science. Recently discovered Persian instruments used a retro-azimuthal map projection devised by medieval Muslim mathematicians to compute the qibla and distance to Mecca from anywhere within the seventeenth century realm of Islam. Modern global maps that allow the qibla and distance to Mecca to be determined from all populated areas on earth are added to the Persian instruments.     

The market(able) place of school geography scholarship, 2007–2016

This report analyses a decade of geography scholarship student entry and achievement data (n = 10,205) to reveal patterns and trends of high‐achieving school students. The study is an exploratory analysis, the aim of which is to describe where the greatest scholarship success has occurred, as well as attendant demographic characteristics of New Zealand's most capable geography students and their schools. Emerging from the regions is a localised story of students from an extremely narrow number of schools achieving disproportionate scholarship success. This raises questions in the wider geography teaching community about the possibility of a broader constituency achieving scholarship awards.     

Women in the Field: Critical Feminist Methodologies and Theoretical Perspectives*

Feminist scholars have traditionally emphasized the importance of incorporating “the everyday” worlds of women into the historically masculinist theoretical and empirical foundations of the social sciences. Such emphases have commonly resulted in smaller-scale research projects and more interactive kinds of research methods and methodologies. Feminist geographers have uniquely contributed to the body of feminist scholarship through drawing out the importance of place in everyday constructions of gender and, more recently, sexuality. Critical field-based research has therefore from the beginning been the mainstay of subdisciplinary research. Like the discipline as a whole, however, little explicit attention has been given in publications or pedagogically to the politics of fieldwork (including how a “field” is defined and the politics involved in choosing and working in a particular “field”) or the politics of representation (which includes considerations of the partiality of knowledge and how and to whom we represent our work, ourselves and others in various kinds of texts). These “Opening Remarks” show how these issues are addressed in the papers that follow and how feminist geography has much to contribute to critical analyses of global and multinational processes, including patriarchy, capitalism, and racism.     

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。     

An Evaluation of University World Geography Textbook Questions for Components of Spatial Thinking

ABSTRACT

Geography textbooks contain chapter or review questions that may engage students in spatial thinking. This research used Jo and Bednarz’s (2009) Taxonomy of Spatial Thinking to evaluate the percentage of spatial thinking questions in four university-level world geography course textbooks. The results from this study were then compared to the findings in Jo and Bednarz’s (2009) analysis of high school geography textbooks. Thirty-five percent of university level textbook questions are related to spatial thinking compared to twenty-four percent in high school geography textbooks. The results provide information useful to stakeholders, such as teachers, administrators, and textbook writers and may help these stakeholders to consciously incorporate the three components of spatial thinking as defined by the National Research Council (2006). A simplified taxonomy for identifying spatial-thinking concepts in textbook review questions is also suggested.     

略论我国历史地理学发展的新途径——兼评台湾省出版的两部《历史地理学》

从中国大陆出版的教材及通论性着作的内容来看,我国的历史地理学研究主要以中国历史地理为研究对象,对国外历史地理学理论方法及学术进展的了解乃至研究较为薄弱。我国台湾省的历史地理学研究与大陆有所差异,陈芳惠所着《历史地理学》主要从一般原理意义上整合世界历史地理研究成果进行内容编撰,姜道章所着《历史地理学》重点论述历史地理学的理论与方法并介绍世界各国历史地理学的进展情况。启示如下:建设中国的历史地理学,除了需要继续推进中国历史地理研究外,更应系统开展世界历史地理研究和进一步加强历史地理学理论与方法等学科问题研究,进而在整体推进我国的历史地理学研究的基础上,期待有通论性的“历史地理学”教材及着作的早日问世。     

在时空框架中理解中国大学人文地理教学特色及其成因——以1912—1949年中国主要大学地理系为例

采用历史唯物主义史观,建立一个时空框架,分析民国时期中国大学人文地理教学特色及其成因。本文主要关注1912—1949年间,国立北平（北京）师范大学、国立中央大学、国立清华大学、国立中山大学的地理系的人文地理学教学特色。研究史料来自大学的教学档案、人物回忆文章、政府文件、中国学者编撰和翻译的教材和教参,同时参考了相关研究文献。借助时空框架,基于史料对比,得出结论：(1)只有在历史的时间脉络下,才能理解民国时期军事地理、国防地理和政治地理课程设置的必然性;(2)只有在世界格局的空间框架下,才能理解民国时期的“国耻地理”教育内容,以及“中体西用”主张的失败;(3)只有将时空框架进一步细化,才能深入理解民国时期大学人文地理教学中不同教师的能动性,如学术思想、教学风格、政治主张、教材编写和选用等。综上所述,只有站在开放的时空框架中,才能更为清醒地定位当前中国大学人文地理学教学。     

Formation of a regional image through geography textbooks: The case of north-west Bohemia

The purpose of the article is to examine the ways in which regional geography textbooks are used in elementary education, using north-west Bohemia as a case study. The authors analysed 18 textbooks published since the beginning of the 20th century, in two steps: (1) the construction of geographical names frequency maps indicating which parts of the case region are accentuated or suppressed in individual textbooks, and (2) a qualitative analysis of the textbooks’ content. The study revealed that a complex image of north-west Bohemia in interwar period in Czechoslovakia and in the period of accession to the European Union is presented in the textbooks. The textbooks published during communist era are imbued with the adoration of local industries, whereas those published later, in the period of political and socio-economic transformation, accentuate the risks of excessive environmental exploitation. At any time since the beginning of the 20th century, the places and regions that represent the values preferred by the governing ideology are emphasized within the studied textbooks. Thus, the geography textbooks, that reflect the society-wide discourse, disseminate not only knowledge but also dominant values. In this way, a desired image of reality is created that legitimates the aims and stances of those in power.