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1.
周光丽 《宁德师专学报(自然科学版)》2009,21(2):155-157,174
区域地理在地理教学中占有重要的地位．主要从如何学会阅读地图,并善于使用地图以及强化区域地图的空间位置,让学生学会图文结合、图文并用和学习技能在区域地理学习中的应用等方面,通过对区域异同点的对比,归纳区域总体特征,使学生对区域各要素的掌握和区域综合性有更加明确的知识脉络． 相似文献
2.
地图是地理学的第二语言,在地理教学中起着举足轻重的作用。科研地图面向专业科研,而教学地图侧重知识普及。科研地图转化为教学地图是教学地图制作中的一个突出问题,需要理论和技术两方面的综合支持。通过研究,提出了科研地图转为教学地图的基本原则;提出了在MapInfo专业制图环境下,科研地图转为教学地图制图综合的技术流程;以三类自然灾害地图为例,提出了灾害科研地图转为灾害教学地图的制图综合要点。 相似文献
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本文从地理学科的特色出发 ,提出初中阶段地理学科能力的内容包括运用地图能力、综合分析能力、地理预测能力、空间想象能力 ,在此基础上 ,分析了地理学科能力的结构及培养策略。 相似文献
4.
何炜 《思茅师范高等专科学校学报》2010,26(3):109-111
如何提高区域地理教学质量是高师地理教学面临的重要课题之一,更是区域地理教员面临的经常性问题。因此,就地图在《中国地理》教学应用做了一些研究。首先,分析了中国地理教学中地图的必要性和意义;其次,客观评价了中国地理课程发展状况及教学现状,详细剖析了适合中国地理教学的《中国地理图集》;最后,提出了地图在中国地理教学中的两类应用方法：一是中国地图集的使用;二是电子地图的使用方法。 相似文献
5.
郭文毅 《三门峡职业技术学院学报》2007,6(1):68-70
本文介绍了概念地图的定义、要素和类型,以及概念地图绘制的主要方法和基本步骤,并结合新地理课程标准和人教版教材的相关教学内容,以具体的教学案例,论述了巧妙利用概念地图来组织教学过程,优化中学地理教学,发挥其在帮助学生识别和记忆相关概念,加深学生对基础理论的理解和掌握,促进提高学生的探究意识和学习能力等方面的积极作用。 相似文献
6.
Just maps: the geography curriculum in English schools 总被引：1，自引：0，他引：1
Christine Winter 《牛津教育评论》2013,39(3):349-366
The wider context of this article is the assumption in the social sciences regarding the existence of a dichotomy between truth and objectivity on one hand and constructivism, subjectivism and relativism on the other. The school subject of geography serves as an appropriate focus for examining this assumption. There are three issues facing the school geography curriculum in England for students aged 11–14 (Key Stage 3): the domination of the subject by objectivism and scientism, the threat of impending relativism, and the gap between geography in schools and geography in universities. I draw on Derrida's ideas about the instability of signs, the significance of totalising discourses and the imperative of ethical and political responsibility to question approaches to maps adopted in the Geography National Curriculum policy text and in two different school textbooks. The analysis serves as a springboard for ways in which students can be taught about maps that question cartographic conventions and release chains of traces to reveal their political and ethical substance. I argue that deconstruction and invention challenges the dichotomy and re‐energises school geography. I then consider the wider applicability of the case before ending with a mention of accuracy. 相似文献
7.
《Contemporary educational psychology》1998,23(1):65-89
Two theories, schema and dual coding, and the conjoint retention model were contrasted to explain the role of geographic familiarity and prior knowledge in map-passage retention. One hundred, eighty-six college students listened to a passage taking place in either a familiar or unfamiliar geographic domain and viewed either a map or no map of either of the two geographic areas. One-third of each group received either a general or specific advance organizer of the passage topic, or no organizer at all. Results revealed that maps function to bridge what learners already know about an area and what they need to remember from a passage. However, prior knowledge of geography is activated by the geographic propositions contained in a passage, with or without a map. Thus, maps serve a mnemonic function of imagery, but learners' prior knowledge of the geography of the map's space mediates the value of the map. Learners are able to generate an image of the map themselves if there are locational markers in the passage, and the geography of those markers are familiar. 相似文献
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9.
邱江 《商丘师范学院学报》2010,26(2):63-67
斯塔夫里阿诺斯的《全球通史》是与汤因比《历史研究》齐名的世界史经典著作。《全球通史》中的历史地理叙述和历史地图均贯穿全书,在内容上占有相当分量。书中相关理论的提出亦多将历史地理作为依据之一。这充分反映了历史地理因素在《全球通史》以及该书所表达的“全球史观”中占有重要的位置。 相似文献
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11.
Audrey C. Rule Sarah E. Montgomery Sarah M. Vander Zanden 《Early Childhood Education Journal》2014,42(3):219-230
Nonfiction stories of animal compassion were used in this literacy-social studies integrated lesson to address both efferent and aesthetic stances in transmediation of text from picture books to maps. Preservice early childhood and elementary teachers chose places from the nine recent children’s stories, symbolizing them on a map while completing other map elements such as legend, index, title, and compass rose. Compassion and social-emotional skills were woven into the project by representing the affective tone of story events at various places through choice of place name adjectives. A social studies extension included analysis of how the five themes of geography were depicted on the map. Synopses of the books, one map made by first graders, and three preservice teacher-made maps, along with efferent and aesthetic elements and examples of geography themes from the maps are included. Suggestions for implementation and extension of the lesson with early elementary students are provided. 相似文献
12.
Susan Pike 《Irish Educational Studies》2013,32(1):75-91
This research reviews a sample of fifth-class children's definitions of geography. It was carried out after the publication of the Revised Primary School Curriculum (1999) but before any staff development had taken place for the implementation of this curriculum. Since the data was collected, staff development for the 1999 curriculum in geography has been timetabled for the 2005–2006 school year. The data collected revealed most children had a clear idea what geography was, with the majority of children (97.3%) referring to one or more aspects of geography. Over half the children defined geography as being about themes and places. A clear emphasis on the learning of place names and fact learning came through in definitions. There were limited references to learning key ideas or concepts. Skills, with the exception of ‘maps’, were mentioned by few children. No child mentioned fieldwork. The definitions written by the children tended to reflect geography topics they had covered in school textbooks. The findings suggest areas of the 1999 curriculum that will be new to teachers and children and point to the challenges for the implementation of the curriculum. 相似文献
13.
新一轮基础教育课程改革明确提出了地理教育要使学生具有初步的地理科学素养,而地理科学素养的基础就是"地图素养","地图素养"的核心就是地图技能。中学生的地图技能分为识图技能、读图技能、填图技能、绘图技能、用图技能等。在课堂中设置画图活动、学生自制地图集和地图册、开展地图制作比赛活动、制作地理模型,能培养学生的绘图技能。在课堂教学中培养学生的用图技能,通过地图专题训练培养学生运用地图解决实际问题的能力,可使学生养成经常运用地图的习惯和对地图的兴趣。 相似文献
14.
那顺达来 《内蒙古师范大学学报(哲学社会科学版)》2011,40(6):89-94
清朝花费大量的人力、物力绘制出多幅各级行政建置的地图。清代盟旗游牧地图,乃其中之一。在清代盟旗游牧地图的基础上清朝会典馆组织人员编写《大清会典》,其《疆理卷》载有较为详细的蒙古各盟旗游牧地。张穆《蒙古游牧记》吸收其成果,第一次尝试以内地郡县为例,撰写外藩蒙古行政建置——盟旗的历史地理。该著作为蒙古历史地理研究做出了重大贡献,为边疆史地研究留下了光辉篇章。但由于《会典》的作者群和《蒙古游牧记》作者生活年代、历史背景、语言功底等诸因素所限,该两部文献所记载的地名解读、游牧地方位界定、方向辨认以及历史考证方面犯有不少讹误。本文试图以《蒙古游牧图》（以下简称为《图》）等各种古地图、历史地图、现代地图为据,对喀尔喀4盟86旗的数千条地名进行研究考察,对其讹误地名进行归类和纠正。 相似文献
15.
高中地理的课堂教学要围绕核心素养的培养,从人地协调观、综合思维、区域认知和地理实践力方面积极创新教学途径。教师应当通过多种多样的课堂形式,全面提升学生解读地图的能力,运用生活化的课堂教学培养学生的地理探索能力,结合多媒体教学培养学生地理空间思维,注重问题引导以培养学生综合思维。 相似文献
16.
Deirdre F. Baker 《Children‘s Literature in Education》2006,37(3):237-251
This paper sketches a “map” of certain patterns in current children’s fantasy. Beginning with literal maps of fantasy worlds, I point out the similarities of the physical layout of a number of invented worlds, suggesting that sameness of geography often indicates a lack of innovation in the ideological or philosophical ideas behind the stories. Where we find a departure from conventional fantasy geography we also find originality in plot and metaphysics, such as in the work of Ursula K. Le Guin, Philip Pullman and Diana Wynne Jones. A change in geography can also signal a new approach to gender roles, as I explore in works by Le Guin and Wynne Jones, over and against fantasies in which female heroes conform to traditionally male models. Finally, I suggest that in Wynne Jones’ and Terry Pratchett’s children’s novels the strict gender roles of fairy tale become an avenue by which the reader questions the conventional destinies of narrative both in literature and in life. 相似文献
17.
蒙古地区区位方向及其对清代文献记载的影响 总被引：1，自引：1，他引：0
那顺达来 《内蒙古大学学报(人文社会科学版)》2009,41(3):51-57
蒙古地区的区位方向问题同我国古代北方民族历史地理、民俗文化有密切的联系。该地区的区位方向观念与现代实测经纬方向相差45°左右,这一方位观念对清代据此绘制的《蒙古游牧图》及以《蒙古游牧图》资料为据所撰写的历代边疆史地文献影响很大。 相似文献
18.
Graphs, charts and maps are often used to present quantitative information. Students learn about these in geography, mathematics and other subjects across the curriculum. From contact with school teachers it has been found that many students have problems with graphic representations. This is often seen as a problem of teaching method rather than a problem concerning students' understanding. Studies in Sweden (Ottosson & Aberg-Bengtsson, 1995) and Australia (Gerber et al., 1995) confirm that it is not teaching methods alone that matter. The studies also indicate that the meanings assigned by beholders of graphs, charts and maps are closely linked to their life experiences. This is similarly so for Singapore students. Over thirty students ranging from 11 to 20 years of age were interviewed on their interpretation of a set of graphs, charts and maps of an imaginary world. A phenomenographic analysis shows that the students experienced considerable variations in their perceptions of graphic representations of quantitative data (graphs, charts and maps). These variations are represented in an outcome space diagram showing three major levels of understanding. 相似文献
19.
The relationship between geography and education for citizenship has for long been associated with one of the subject's claims for a place in the curriculum. Suggestions that geography should be included in the school curriculum, for example, were made in the sixteenth and seventeenth centuries on the grounds of the increase in Britain's international and overseas trade coupled with the gradual development of a middle class of merchants demanding greater knowledge of the world. In other words, it was claimed that knowing and understanding of other parts of the world served a citizenship end. However, there was no evidence that these counsels were ever widely put into practice. How could geography contribute to citizenship education if it was not part of the curriculum in school? The answer was obviously that it had to secure a place in the curriculum first. In retrospect its success in gaining a place in the curriculum was arguably partly due to its contribution to citizenship education. The achievement began largely in the nineteenth century. Thus Watson, who made a study of the growth of modern subjects in English schools found it difficult to trace a single reference to the teaching of geography in secondary schools in earlier times, though apparently at Westminster school members of certain forms were instructed after supper (in summer only) in the finding of places on ‘maps’. Much of the evidence suggested that whatever geography was taught by private tutors or learned individuals through the books which were undoubtedly published in the sixteenth and seventeenth centuries, the public and grammar schools did little or nothing to teach the subject. It was only in the eighteenth century that one began to see some stereotypical forms of geography being taught in a number of schools, concentrating on basic physical and political geography, increasingly by means of catechetical methods. 相似文献
20.
超媒体地理信息技术在六朝建康历史地理研究中的应用刍议 总被引：5，自引：0，他引：5
陈刚 《南京晓庄学院学报》2004,20(3):41-46
历史地理信息化是当前研究的热点。本文尝试以六朝时期的建康为时空研究范围 ,应用现代地理信息技术、超媒体技术和空间数据库技术 ,收集、整理有关建康的历史地理文献资料 ,建立六朝建康历史地理数据库 ,进行专题研究及专题制图 ;并进而研制以超媒体电子地图为网络界面的超媒体历史地理信息系统 ,从而以多角度恢复和再现六朝时期建康的历史地理风貌 相似文献