中国省际教育城镇化的时空特征及影响因素

构建教育城镇化水平测度方法,利用变化弹性系数、变异系数、多元回归模型分析了1987~2014年中国省际教育城镇化的时空特征及影响因素。研究表明：① 教育城镇化水平稳步上升,整体呈现“快-慢-快”的时序变化特征。② 教育城镇化变化弹性系数波动显著,教育城镇化提升速度整体高于人口城镇化。③ 教育城镇化水平区域差异明显,省际教育城镇化差异度逐渐减小,省际均衡性明显提升。④ 人口城镇化水平、城乡发展差距、城乡教育制度二元化3个主要影响因素的时空变迁及其叠加作用的变迁共同推动了中国教育城镇化时空格局演变。     

Transformative Research in Geography Education: The Role of a Research Coordination Network

This article considers the concept and significance of transformative research in the context of geography education. It provides an overview of how the capacity-building activities and management operations of a research coordination network (RCN) are designed to support broad-scale advances in geography education theory, methods, and practice. Vignettes of RCN activities are presented as examples of pathways toward transformative research in the areas of geography learning progressions, assessments of spatial thinking, and geospatially enabled project-based learning. Beyond the prospect of introducing new paradigms of learning and using research findings to inform and systematically change approaches to teacher education and curriculum development, an RCN offers an opportunity to plan broad-based strategy and develop leadership needed to address many long-standing challenges that have undermined the quality and quantity of geography education research. These challenges include the low visibility of geography education research relative to other geographic subdomains, the difficulty of carrying out interdisciplinary and international research collaborations, low rates of transfer and uptake of research findings in practitioner communities and in policymaking, and the erosion of graduate-level programs that prepare students to plan and design conceptually rigorous educational research in geography.     

A Typological Analysis of South Korean Primary Teachers' Awareness of Primary Geography Education

This study illuminates primary teachers' awareness of geography education. Data were collected through interviews with twenty-one teachers and analyzed using Straussian-grounded theory. A total of 210 concepts were categorized into twenty-two categories. The participants were categorized into three types. Many participating teachers (type 1 and 2) were clearly aware of the core characteristics of geography, and some of them recognized themselves as primary geography specialists (type 1). However, a few teachers (type 3) seemed unaware of the value of geography. These results suggest the necessity of primary-teacher training to improve primary teachers' awareness of geography education.     

Place,Learning Progressions,and Progress

This commentary response reflects on the thoughts offered by Solem, Mohan, Rawling, and Lambert regarding Larsen and Harrington's article titled “Developing a Learning Progression for Place” (2018).     

论环境教育及其在城市防灾减灾中的作用

环境教育虽然列入中国的基本国策,但在具体的实施过程中并没有得到足够的重视。大多城市灾害的发生都是由于城市环境遭到破坏而造成的,开展环境教育能有效地提高人们的环境保护意识,在一定程度上抑制人们对环境的破坏,减少城市灾害的发生,是城市灾害研究的基础内容。本文提出开展环境教育对城市防灾的重要性和环境教育的普及途径,并讨论了环境教育对灾害发生的影响及其社会效应,为城市防灾及减灾研究提供科学的参考。     

中国普通高中教育均等化及障碍因素分析

以中国31个省级行政单元为研究对象,从教育背景、教育投入、教育过程和教育结果4个方面构建指标体系,采用集对分析模型测度各省份普通高中教育均等化水平,运用障碍度分析法揭示阻碍各省份普通高中教育均等化水平提升的主要因素。研究表明：从综合均等度来看,普通高中教育均等化水平较高的省份集中在环渤海地区和江浙沪地区,其中北京市最高,河南省最低。从空间格局来看,各省份普通高中教育均等化水平有显著差异,总体上呈现“东-西-中”递减趋势。分析表明,P1（高中阶段毛入学率）、S3（高级职称专任教师比例）、S2（本科学历及以上专任教师比例）、P2（学校数量/万名学生）是影响各省份普通高中教育均等化水平提升的主要因素。     

Bridging Geography and Education for Sustainable Development: A Korean Example

There is an apparent disconnect between geography and education for sustainable development (ESD), with geography underrepresented in publications and curricula related to sustainability though the discipline embraces the need to foment positive change. To bridge this schism, this article introduces advances in education for sustainable development (ESD-2) and a three-dimensional key competence-based model that can be deployed in tandem with economic geography theory. Deploying the theme of solar PV in Korea, a competency-based lesson planning exercise is presented to demonstrate the potential for this learning paradigm to generate agency and empower change for a sustainable future.     

Integrating Geospatial Technologies in Fifth-Grade Curriculum: Impact on Spatial Ability and Map-Analysis Skills

This study explores the effects of geographic information systems (GIS) curriculum on fifth-grade students' spatial ability and map-analysis skills. A total of 174 students from an urban public school district and their teachers participated in a quasi-experimental design study. Four teachers implemented a GIS curriculum in experimental classes over six weeks while three teachers continued with regular teaching in control classes. Both groups completed pre- and post-tests measuring spatial ability and map-analysis skills. Students in the GIS classes demonstrated more growth over time in spatial ability and map-analysis skills than did their peers in the control classes.     

A Time-Sensitive Framework for Including Geographic Information Systems (GIS) in Professional Development Activities for Classroom Teachers

This work shares a time-sensitive framework for teaching GIS to educators of all levels and disciplines. Existing relationships with teachers enabled the addition of GIS content in professional development activities. The amount of time devoted to GIS-related content varied depending on time made available for interaction with the audience. Content audiences included geography, history, social studies, science, agriculture, religion, and math teachers. The framework was developed, tested, and refined over a period of six years, during thirty-six trainings, and with 580 educators. Use of this framework emphasizes that not one size fits all in GIS education and that GIS can work for any teacher, their content, their classroom, and their time availability.     

Exploring the Benefits of Field Trips in a Food Geography Course

University students often cite field experiences as some of their most important and memorable. Yet research shows that field trips are on the decline in many colleges and universities; this shift may impact geography courses that are traditionally field based. Often cited is the problem of instructor time, increased enrollment, and concerns over liability. However, field experiences give students opportunities to develop competencies, forge community connections, and provide tangible experiences that encourage deep learning. This project employs survey data from a food geography course to understand how field experiences combined with classroom discussion help students internalize and reexamine course content.