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。     

西方经济地理学研究进展

20世纪80年代以来,西方经济地理学与经济学、政治学、社会学、管理学等社会科学广泛融合,呈现出空前繁荣的局面。本文对这一时期西方经济地理学的思潮演变、热点研究领域以及政策研究等方面进行梳理。西方经济地理学在经历了地理学的“新经济地理学”和经济学的“新经济地理学”两个影响深远的变革后,研究领域和主题逐步走向多样化与复杂化。本文综述了8个热点研究领域,包括区域与地方发展、经济全球化、产业地理、劳动力地理、创新与创意地理、消费地理、环境经济地理和金融地理的研究进展,并讨论了经济地理学与政策研究的关系,最后总结了西方经济地理学的特点。     

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.     

国际社区教育空间布局不均衡研究

社区教育空间布局不均衡不仅是中国面临的问题,也是全球性的问题。早在20世纪末,国外就对社区教育空间布局展开了研究,本文通过对国际上相关文献进行梳理,对比分析,发现学者主要围绕社会学及教育地理学两大学科进行讨论。具体主题包括：从空间视角探讨社会空间与教育空间的关系,社区教育资源禀赋的空间分异,社区教育空间不均衡与减贫、民族、性别之间的关系以及对社会公平正义的影响,个体情感归属与社区教育空间布局的关系、社区教育空间的外向性、地理空间技术和方法在社区教育领域的应用。结合当前我国社区教育自身发展的特点及国际研究的趋势,未来我国社区教育研究可以从社区教育对社区居民身份认同的空间塑造,对地方经济增长、社区民主、民族融合的影响;以及从时空演变的经纬度探寻社区教育资源空间布局不均衡的原因,并科学地提供均衡配置两个方面进行。     

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。     

中国的地理基础教育问题研究——兼论我国中学地理课程标准的目标与内容结构

本文从中国地理基础教育改革的视角,通过对地理学发展新趋势、社会需求变化和学生心理发展的分析,阐述了地理基础教育的价值和地理基础教育改革的必要性。结合中外地理教育在实现方式与过程、课程评价以及情感态度培养等方面的比较研究,提出了我国新中学地理课程标准研制的理念与目标、地理基础教育的结构设计以及实施地理基础教育改革的关键环节。     

国外地理学对公共卫生问题的研究与启示

在工业化、城镇化、信息化持续发展,全球变化和全球事件轮番冲击的背景下,公共卫生研究不断深化,已发展为全球性的跨学科议程及研究热点.回顾相关文献发现,国内外地理学对公共卫生问题的研究在数量上均经历了缓慢上升、加速上升和当前的快速上升阶段,但切入角度和关注议题存在差异.本文通过梳理国外地理学对公共卫生问题的研究,对这一领域...     

Macroregional economic integration in Southeast Asia: AFTA and the automobile industry from a Thai perspective

Cross‐border automobile production and trade is still subject to regulations and restrictions in developed as well as developing political economic spaces. Although global production networks are within this industrial sector are significantly underpinned by political economies at national scales, macro‐scale regulation increasingly influences how and where lead firms operate within the global economy. Within this changing context, this paper outlines the recent regulatory changes in the regional political economy of Southeast Asia with the introduction of the ASEAN Free Trade Area (AFTA). Drawing on empirical evidence from the Thai industry, and how macroregional automobile production networks are established, the paper focuses on the changes of this free trade policy for component as well as vehicle trade.     

Using inquiry to enhance the learning and appreciation of geography

Abstract

To meet national geography standards, instructional materials using issues-based inquiry are needed. This paper reports on national classroom trials of drafts of Geographic Inquiry into Global Issues (GIGI), a set of inquiry modules for secondary geography. The analysis focuses on three modules about environmental issues, tried by 480 students in 18 schools. Students made significant gains in learning the modules' cognitive and skills objectives, but they showed no change in interest toward studying geography or these environmental issues. Student comments about the modules underscored the necessity of connecting classroom materials about global issues more closely to local experiences. These findings support current models in environmental education. Reflecting this analysis, the published modules now include activities emphasizing inquiry into local issues, to complement the study of global environmental problems. The improved GIGI materials can better meet the goals of both geography and environmental education.     

Process and proposal for comprehensive regionalization of Chinese human geography

The comprehensive regionalization of Chinese human geography is based on the rules governing regional differentiation of Chinese physical geographic factors. Based on regional differences and similarities in human factors, this study divides the whole country into two levels of relatively independent, complete and organically linked human geographic units. As a fundamental, comprehensive, cutting-edge, practical and important task, the comprehensive regionalization of human geography highlights the characteristics, regional and sub-regional features, complexity and variety of spatial differences between factors of Chinese human geography. It is capable of promoting the development of human geography based on local conditions, providing basic scientific support to national and local development strategies, such as the Belt and Road Strategy, new urbanization and environmental awareness, and creating a sound geopolitical environment in key areas. Using results from existing physical and human geographic zoning studies, and in accordance with the principles of synthesis, dominant factors, the relative consistency of the natural environment, the relative consistency of social and economic development, the consistency of the regional cultural landscape, the continuity of spatial distribution and the integrity of county-level administrative divisions, and taking as its basis the division of human geography into 10 major factors (nature, economy, population, culture, ethnicity, agriculture, transportation, urbanization, the settlement landscape and administrative divisions), this paper constructs an index system for the comprehensive regionalization of Chinese human geography through a combination of top-down and bottom-up zoning and spatial clustering analysis. In this study, Chinese human geography is divided into eight regions and 66 sub-regions. The eight human geography regions are (I) Northeast China, (II) North China, (III) East China, (IV) Central China, (V) South China, (VI) Northwest China, (VII) Southwest China, and (VIII) Qinghai and Tibet. This zoning proposal fills gaps in studies involving the non-comprehensive regionalization of Chinese human geography. Each human geography region and sub-region has different topographical, climatic, ecological, population, urbanization, economic development, settlement landscape, regional cultural and ethno-religious attributes. This proposal on the comprehensive regionalization of Chinese human geography dovetails closely with previous studies on comprehensive regionalization in Chinese physical geography, Chinese economic zoning, and Chinese agricultural zoning. It shows that, under the dual roles of nature and humans, there are certain rules of regional differentiation that govern the comprehensive regionalization of Chinese human geography.     

Teaching physical geography at university with cartoons and comic strips: Motivation,construction and usage

This article presents the cartoons and comic strips that the author draws and has used in his teaching of physical geography at the undergraduate level since 2011. In the context of an image‐based culture, this article discusses the pedagogic goals that cartoons and comic strips fulfil: enhancing learning and creativity, associating pleasure with learning, pushing students to think ‘outside the box’ and relating the students' learning experience to a media framework popular with students. Cartoons and comic strips also answer particular necessities related to the teaching of physical geography. Using characters placed in hypothetical situations, they explain the process of doing geography and being a physical geographer.     

可持续性转型研究动态与经济地理学展望

近年来,可持续性转型概念进入经济地理学者视野,用于探究区域绿色技术、消费市场和产业转型的多维因果过程与空间动力机制,已成为演化经济地理学和环境经济地理学新兴议题之一。为掌握该研究动态,本文对2000—2020年来共计2453篇可持续性转型文献进行回顾,重点探讨了转型地理研究进展和理论不足,阐述了经济地理学对可持续性转型研究的理论价值和融入方向。本文发现：① 可持续性转型是创新研究和可持续管理领域热门议题,呈多学科介入特点;其中,转型地理研究正不断崛起,并聚焦区域绿色新兴产业发展的社会-技术共演过程、多尺度动力机制、环境经济和社会效应及其转型地理性等问题。② 经济地理学对转型研究有三个视角优势：时空语境敏感性;转型过程、机制和结果的空间多样性;新产业系统的地方嵌入及其合法化的地理性。③ 经济地理学对可持续性转型研究含三个提升方向：概念内涵深化（含地方、尺度和空间）、多范式互动融合（演化、制度和政治经济地理）、分析框架构建方向（多地理尺度性与多层次视角,区域创新系统与技术创新系统）。④ 中国转型地理研究在三个议题上有广阔前景：基于国家语境敏感的地方转型探索、绿色利基发展与转型空间机制研究、以及区域新产业路径发展与转型研究。     

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。     

Climate change and national security: an agenda for geography

On 4 December 2017 the Australian Foreign Affairs, Defence and Trade References Committee is due to report on its inquiry into the implications of climate change for Australia's national security. Public submissions to the inquiry closed on 4 August 2017 and, at the time of writing, some 59 submissions had been made by researchers, public-interest organisations and members of the public, including a number of geographers. A topic of profound significance, climate change and national security warrants deep and sustained public engagement such as that offered by the Senate Inquiry submission process. In this Thinking Space essay, I urge geographers, working in Australia and internationally, to make ongoing contributions to such engagements. The emerging debate about climate change and national security will likely amplify following the release of the Committee's report. Geographic data and analysis pertaining to various aspects of climate change and security are needed in order to shape policy directions and support evidence-based policy making. My contention here is that contributions ought to extend not just from those working at the coalface of climate change risk, for example in political geography, but from all quarters of the discipline.     

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.     

西方经济地理学之演变及海峡两岸地理学者应有的认识

近半个世纪以来 ,西方主流经济地理学产生了巨大的变革。除了受到世界性生产制度及新科技发展之影响外 ,其学术思潮也从早期的叙述性及二战后的科学的预测性 ,经历了制度转向及文化转向 ,进入了 80年代以后的新经济地理学时期。西方主流经济地理学理论的开展 ,是以先进的资本主义社会为基础的 ,在发展中国家不是全然适用。我们不应将中国大陆及台湾仅仅视为测试西方理论的试验场。应以实况为基础 ,开发适合国情的理论 ,建立我们特有的学术身份 ,并用它来批判主流理论之不足 ,与主流对话 ,变成主流的一部分。这应是我们学术国际化的主要目标。     

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。     

国外工业联系研究的理论发展及其对我国的借鉴意义

本文主要探讨了西方工业地理学关于工业联系研究的理论进展、发展背景和它所涉及的主要问题。在第二部分,着重对我国新时期条件下工业联系研究的可能性和必要性进行了讨论。其中特别是对我国现阶段生产组织形式的某些变化和西方国家作了对比,并就我国工业联系研究的某些可能领域及其意义作了论述。     

Observing Metropolitan Atlanta,Georgia: Using an urban field study to enhance student experiences and instructor knowledge in urban geography

Abstract

In urban geography courses, knowledge of a local area is especially useful for demonstrating geographic principles. These classroom examples are further enhanced when students conduct their own field observations, with direction from the instructor. This paper describes a field study of the metropolitan Atlanta area that is used in an intermediate geography class, in which students compare their observations of Atlanta with urban geography models and theories. I argue that the preparation of the project, and the completion of it by students, represents a valuable firsthand observation experience for both the instructor and the students.     

Restructuring of Australian higher education: information technology in geography teaching and learning

Australian higher education has experienced substantial change since the early 1980s, with a transition to mass higher education, closer alignment to national political objectives, increasing Federal Government control, a growing emphasis on ‘quality’ and ‘value for money’, and organisational restructuring with manifestations ranging from the creation of the Unified National System to the merger or closure of individual departments. At the same time, evolving conceptions of learning and new patterns of demand, with growing emphasis on lifelong learning and flexible access to education, pose new challenges for educators. Now, the policies of the new Federal Coalition Government are likely to engender further change, with growing differentiation of universities a probable outcome. Information technology has so far played a relatively peripheral role in teaching and learning in higher education, but important changes there, including rapid shifts in the relationship between cost and computing power, and the explosive emergence of the World Wide Web, are now providing the basis on which information technology can become increasingly central to teaching and learning. Higher education is close to the limits of incremental adjustment to pressures for change and it seems likely that it will experience major restructuring, with its eventual reconstruction around the capabilities of information technology. Geography has already been much affected by restructuring pressures, including above‐average growth in teaching loads and threats to its disciplinary identity because of internal reorganisation of many universities. Despite a tradition of innovative, high‐quality teaching, geography has not generally been a leader in the development and application of information technology. Nevertheless, a case study of an experimental use of the World Wide Web provides an example of directions that teaching and learning in the discipline might take.