Educating explorationists in a regolith dominated continent

Tertiary education of earth scientists in Australia, as in many other countries, is very conservative. Undergraduate courses are little different from those offered 30–50 years ago. Postgraduate courses, while more focused than undergraduate courses, are also conservative, but are changing more rapidly in response to industry and professional demands. In Australia the majority of earth science graduates are employed in the exploration and mining industry, yet there are few undergraduate courses that recognize this and endeavour to educate students for that market. This is probably because few academics have industrial experience at senior levels; many academics, and indeed many exploration geologists, believe the industrial aspects of the profession can be “learnt on-the-job”; and many academics are not aware of the needs of the industry in which their graduates gain employment.In Australia this conservatism results in a reluctance to develop courses in new areas of earth science such as regolith studies. As a result most new graduates have rarely studied regolith stratigraphy, materials, or process, yet it is this thin veneer covering fresh rock that is the prime exploration medium. The recognition of the importance of the regolith in exploration has been increasing in industry over the decade, but there are few earth science departments teaching regolith studies in any meaningful way at undergraduate levels, and only a few courses tackle the area at postgraduate level. Ideally all graduates in Australia, and elsewhere (where thick regolith dominate landscapes), should be familiar with the regolith and its formation because, above all else, it is the most visible part of the Earth. Regolith study is, of necessity, interdisciplinary. It is the zone of the Earth's crust in which the hydrosphere, atmosphere and biosphere interact with the lithosphere. Undergraduate courses involving regolith studies must incorporate a sound grounding in all the natural and physical sciences as well as in particular aspects of their application to regolith studies.     

GIS专业本科课程改革的几点思考

随着地理信息在国民经济、国防建设和人们日常生活中的应用越来越广泛,高校所培养的学生远远不能满足社会需求。由于各培养单位的教学水平、力量和能力不同,培养出的人才水平良莠不齐,很多单位培养的GIS人才不尽人意。本文根据GIS教育的特点,就GIS专业本科教育的课程体系、教学内容、技能培养提出了几点意见,供大家批评与深入讨论。     

The Geography of Education and the Education of Geography: Agricultural Extension and the Political Ecology of Education

The spatial nature of learning is increasingly a focus of geographic inquiry. I argue that the spatiality of education, which is where formal learning occurs, has the potential to shape students’ spatial imaginaries. I analyze the role the spatiality of agronomic education plays in the historical construction of the social and physical landscape in southeastern Pará, Brazil. In opposing ways, the first Green Revolution, and agrarian social movements’ more recent agroecological Green Revolution are found to structure agronomic education and spatial imaginaries. The perspectives of agricultural extension agents trained in traditional agronomic programs are compared with teachers from an agroecological school located in an Amazonian agrarian reform settlement of Brazil's Landless Workers’ Movement. I collected these data over 17 months of ethnographic fieldwork. To analyze these data, I employ a political ecology of education perspective, which highlights how education and political economy interact to mediate relations with, access to, and contestations over natural resources. The geography of education and the education of geography exist in a complicated feedback cycle: Education is not neutral but ideologically charged and affects conceptions of productive landscapes, providing students intellectual and economic power to put their visions of landscape into effect.     

Professional Technologies in Schools: The Role of Pedagogical Knowledge in Teaching With Geospatial Technologies

Preparing learners for the future requires twenty-first-century teaching that integrates professional tools in the classroom. Geospatial technologies (GST), which represent geographical professional technologies, lack robust integration in high school geography. Researchers continue to ask why educators teach about rather than with GST. Understanding teacher decisions is paramount. This mixed methods study examined commonalities among teachers who use GST using Mishra and Koehler’s (2006 Mishra, P., and M. J. Koehler. 2006. Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record 108 (6):1017–54.[Crossref], [Web of Science ®] , [Google Scholar]) Technological, Pedagogical, Content Knowledge (TPCK) framework as a theoretical lens. This investigation examined whether geography teachers who exhibit stronger geospatial TPCK used GST more frequently than other teachers who exhibited a less developed knowledge base.     

基于工程技术研究中心的双创教育模式研究

创新创业教育是新形势下高校培养高素质应用型人才的一种重要教育理念和模式。针对我国目前在创新创业教育过程中出现的诸多问题,提出了一种基于高校工程技术研究中心的新型双创人才培养模式。在介绍工程技术研究中心内涵并分析其优势的基础上,以滁州学院地理信息与旅游学院为例,重点阐述了基于研究中心模式双创人才培养的具体实施方案及实施成效。结果表明,基于工程技术研究中心的双创教育模式不但可以与传统专业人才培养方案有效融合,更能有效互补,具有一定的现实意义。     

通识教育视野下如何加强大学生海洋意识教育

提高全民海洋意识对于建设海洋强国具有重要意义,在全民海洋意识教育中,大学生作为海洋强国梦的重要建设力量,提高大学生群体的海洋意识非常重要。文章在分析大学生群体海洋意识教育现状的基础上,提出了加强海洋通识教育课程建设、利用快速发展的计算机技术创新海洋通识教育形式、培育师资力量、加大网络教育资源建设、利用重大活动及纪念日和社团提高参与度等相关对策。     

我国海洋意识教育探究

我国作为海洋大国,拥有广阔的海域和丰富的海洋资源。在全球海洋布局的时代背景下,加快海洋强国建设成为重中之重。国家开展海洋强国建设需要全民海洋意识的全面提升,由此海洋意识教育显得尤为重要。文章根据多年工作经验,从各方面研究数据出发,分析了海洋意识教育的含义以及加强海洋意识教育的重要性。根据我国国民海洋意识调查的现状,从基础教育、高等教育和大众宣传等方面提出了加强海洋意识教育的举措建议。最终得出应加强我国海洋意识教育,建设过硬的海洋人才队伍,以社会主义核心价值观为导向,加快我国海洋强国建设的步伐。     

中国政府的社会教育——中国气象局培训中心案例研究

社会教育作为与家庭教育和学校教育并列的三大教育体系之一,越来越受到人们的重视。文章研究了中国社会教育的历程和目前状况。重点研究了气象领域的科技教育和社会教育,以气象领域唯一国家级社会教育机构—中国气象局培训中心为案例,总结了我国气象社会教育特点。     

黑龙江省公众防震减灾科普知识调查分析

目前,在地震预报不准确的情况下,全面加强防震减灾宣传教育工作,不断增强社会公众的危机意识和防震减灾能力,是减少灾害损失、保障群众生命财产安全和社会安全稳定的基础工作。近年来,黑龙江省地震局持续开展防震减灾宣传教育,取得了一定的成绩,但通过调研数据可以看出,宣教工作仍然存在着一些问题和不足。希望通过对黑龙江省防震减灾宣教工作的现状进行分析,提出相应对策,有的放矢的做好防震减灾宣传教育工作,引导社会公众共同参与防震减灾活动。