翻转课堂在地理信息系统课程教学中的实践与思考

针对教师主导的传统教学模式在地理信息系统课程教学中存在的不足,提出了将翻转课堂这一新的混合学习教学模式引入教学的想法。首先分析了地理信息系统课程实施翻转课堂的必要性和可行性,然后在综合考虑地理信息系统课程特点与中外教育文化差异的基础上进行了课程设计和组织实施。实践结果表明,实施翻转课堂确实能够提高学生学习主动性和教学质量,同时也对教师的专业水平和教学能力提出了更高的要求。     

Distinctive and comparative places: Alternative narratives of distinction within international student mobility

Moving beyond the ‘world-class’ institutional model of international student mobility, this paper examines alternative narratives of distinction relating to place of study. Drawing on semi-structured interviews with international students at universities in the UK, Austria and Latvia, we illustrate how students inside and outside mainstream reputable higher education institutions narrate and reconfigure markers of distinction to validate their international mobility and location of study, in part to compete with peers at other (more prestigious) institutions. We demonstrate the importance of lifestyle and experiential places within a global differentiated higher education landscape and argue that many students engage in comparative narratives of place of study to authorise the symbolic capital associated with international education. The findings also consider how experiential places and mobility capital are used for distinction not only during educational mobility but within post-study aspirations.     

我国地理学高等教育与人才培养现状分析

高等地理教育对地理学基础教育人才和科研创新人才培养起着重要作用,本文通过对我国地理学本专科专业设置与招生状况、二级学科研究生培养机构的统计,分析我国地理学高等教育与人才培养的现状。研究发现：我国地理学高等教育学校或机构的数量有了明显增加,学科发展明显增强,各级各类人才的培养规模取得较大发展,但同时也存在地区发展不平衡、培养机构的背景比较单一、生源质量和地理院系冠名多样化等问题。     

Norwegian school geography and geographical education: A new research field?

Despite having a long-standing relationship, teacher education and geography in primary and secondary education in Norway has received little attention as a research field within academic geography until recently. The author asks: How has Norwegian school geography related to geography taught at universities? Where does research on school geography and geographical education stand today and where should it go from here? She examines the development of the role played by academic geographers in the field from the 1970s until the present. Some potential future venues for this emerging research field are suggested on the basis of an examination of what themes are current focal points for research and comparing them to what other countries consider essential in their teacher education.     

IRBs as Asset for Ethics Education in Geography

This article frames the research ethics review process conducted by institutional review boards (IRBs) as an opportunity to enrich the education of geographers. Student participation in the IRB process enhances the education of geographers at the undergraduate and graduate levels in two key ways. Geographers can use participation in this process to demonstrate the relevance of a disciplinary code of ethics to professional practice. More important, such participation helps learners, particularly novices, conceptualize research as an ongoing process of intentional inquiry, in which the protection of research participants is vigilantly observed.     

The Landscape of Diversity in U.S. Higher Education Geography

Palynological analyses were completed for the A and B horizons of a forested Mollic Hapludalf to determine type, amount, and distribution of pollen and spores within the soil solum. Hypotheses regarding the origin of pollen and the mechanisms of its movement within soil bodies are also advanced. Pollen downwash within the mineral soil seems to be very slow and confined to the uppermost porous and most homogenized part of the solum. The predominance of non-arboreal pollen at depth was believed to be a result of deposition with the loess parent material. High arboreal pollen frequencies in the upper horizons coupled with increases in non-arboreal types at depth indicate gradual ongoing mixing from the present vegetation into the soil.     

Gaps,Intellectual Enthusiasms,Personal Insecurities: Response to “Stages on Journeys”

Abstract

The Department of Geography at Arizona State University implemented a field exam as part of its PhD program requirements. This field exam requires students to develop an independent field-based research project based on a general question in the student's specialty area. A survey of current and former PhD students and faculty members document how the field exam assists students in developing skills necessary for continuing graduate research and for preparing them for the rigors of academic employment. The outcomes of the exam include both long-term, process-related benefits and more immediate tangible rewards. For some students, the preliminary fieldwork and results redirect student interests and form the basis for their eventual dissertation. The field exam is adaptable to a diversity of geography research methods, subject areas, and graduate degree programs, while remaining grounded in the discipline's vibrant, widely respected fieldwork tradition.

     

Informatization Geomatics Innovative Experiment Teaching Exploration

This paper explored and discussed the cognition of informatization geomatics innovative talents cultivating laws and the basic principles and teaching system of informatization experiment teaching in the informatization experimental teaching innovation.     

素质教育背景下地理教师的GIS素质构建

在对地理教师地理科学素质现状分析的基础上,对地理教师在教学、科研、生活中应具备的地理信息科学素质进行了研究,并从师范教育、继续教育2个角度探讨了构建地理教师地理信息科学素质的方法。     

测绘师的职业素养和成长进程研究

要实现测绘强国,一要有先进发达的测绘科技,二要有规范繁荣的测绘市场,而二者平衡发展的关键就在于人才。测绘师在测绘行业中起着至关重要的作用。测绘师的能力通常可以反映测绘事业的整体水平。作为一个合格的注册测绘师必须具有测绘职业道德、素质修养和专业技能,才能胜任功能社会的需要。注册测绘师的成长需要经历学校培养、见习锻炼和执业发展3个阶段,从而逐步形成测绘师自身和测绘行业的社会地位和专业魅力。