使命、特色与高校党的建设——兼论高校党建与学科建设

以广东海洋大学为例,阐述了大学肩负的时代使命是高校办学价值目标的终极追求,是大学理念的外化形式,突出特色、提高办学水平是完成使命的根本途径,加强党的建设是实现学校办学目标的根本保证。     

Introducing the concept of tactile space: Creating lasting social and environmental commitments

This paper introduces into the literature the concept of tactile space. In tactile space, forms of representational and non-representational knowledge are exchanged, resulting in the decentering of the subject/objective dichotomy as well as the senses. In doing this, tactile space helps to instill within individuals a greater sense of relationality with others and the environment, which leads to long lasting attitudinal and behavioral changes (versus the superficial changes provided by, say, financial dis/incentives). To help clarify the concept, two different cases are examined. The first example looks briefly at the Sunnyside Environmental School, located in Portland, Oregon (US). The purpose of this first case is to provide some real world flesh to the concept of tactile space. A more detailed conceptual discussion of tactile space takes place in the following section. Here, attention focuses on an in depth study of two cases of community supported agriculture in Iowa (US). The paper concludes by reflecting upon the challenges and opportunities that lie ahead as we further develop our understanding of tactile space and the relations, sensations, and non-representational knowledges it helps to bring forth.     

Flexibility, technology, and the daily life practices of distance students living beyond the digital mainstream

In this paper it is argued that even though communication technologies release distance students considerably from their dependency on a campus, students are still very much connected to places in their daily lives. These connections are constituted through the “placing” of technology, the students’ relations to people in their daily lives and the students’ relations to the education institution. Communication technology not only releases students from the spatial dimensions; it also attaches them to specific places. It is argued that the use of technology in distance education can reduce the students’ flexibility even if they do not have to attend campus regularly. The empirical analysis presented in this paper is based on a case study of a Master’s degree programme in Public Management offered by Open University Indonesia (Universitas Terbuka).     

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。     

美国大学区域地理教育的发展与变迁--以亚洲地理教育为例

区域地理是地理学教育与研究的一个重要组成。在当今经济与环境的全球化过程中,对区域地理课程的需求有了明显上升。区域地理教育的重要性也引起了方面的重视。美国大学区域地理教育的发展与变迁主要受两方面的影响：一是地理教育在国民教育中的地位;二是某个区域在国际事务中的重要性以及与美国的关系。在过去３０年中,随着近年来亚洲经济的高速发展和它在国际中的地位日益提高,以及亚洲与美国贸易额的的迅速增长,亚洲地理课在     

海洋经济研究生教育的兴起与发展

人们对海洋的探索以及对海洋经济的认识和研究,促使海洋经济(专业)教育的兴起。20世纪80年代初期,与"海洋经济"相近方向的研究生教育开始;新世纪以来,明确设立"海洋经济"研究方向的研究生教育得到较快发展。必须积极解决海洋经济的学科性质及其归属、发展定位等限制研究生教育的问题,有关海洋经济科研院所和高校必须大力合作,促进海洋经济学科及其研究生教育的大发展。     

课程思政视域下地图学课程教学探索与改革研究

立足《地图学》课程的特点,对其课程思政教育所具有的特色优势及主要方向进行了的梳理和总结,以期将无形的价值观教育与有形的专业知识有机融合,充分发挥该课程的育人价值,也为其他专业课程开展思政教学提供参考。     

智慧教学环境下“地理信息系统原理与应用”课程教学综合改革与实践

笔者以新一轮本科教育教学改革为契机,以社会经济发展、测绘地理信息行业领域对人才的新需求及课程教学问题为导向,以对地观测技术、大数据、人工智能、互联网+等新技术发展为驱动力,以智慧教学环境为教学框架,落实OBE理念,根据毕业要求反向设计课程目标,以学生为中心,对线上线下混合教学模式、故事教学法、协同育人、全过程考核等教学方法和管理方式进行深入探索,从课程思政、教学模式、教学内容、教学方法、教学组织、教学管理等方面开展多项综合改革和创新。以“地理信息系统原理与应用”教学实践为例,对相关模式和方法进行验证,取得了良好的教学成效,课程质量得到提升,有力支撑了毕业生核心能力的发展,相关成果获得多项教学奖励,得到学生好评和同行专家认可。     

Filling the gap: The geospatial skills shortage in New Zealand

Geospatial technologies span governmental, academic and private commercial sectors, and their potential for growth is considerable. The USA and Australia have trouble meeting demand for geospatial skills. This paper reports on a national survey of 157 organisations that identified a similar geospatial shortage in New Zealand. The paper also details dimensions of the shortage and the current frameworks for meeting the shortfall of skilled professionals. Arising from this skills gap, key challenges facing both the geography and geospatial communities are identified and discussed: raising student numbers, gaining experience, up‐skilling current professionals and raising awareness of the value of the geospatial skillset.