国外健康地理学研究进展

传统医学地理学研究从自然生态学角度出发,着重探讨自然环境对人类身体健康的影响。随着社会经济的发展,自然环境对人类健康的作用逐渐减小,社会文化环境成为影响人类健康,特别是城市居民身体健康的主要因素。本文回顾了20世纪70年代社会文化转型以来,医学地理学研究的重点转向以社会文化视角探究社会文化环境对人们身体健康,特别是心理健康的影响,以及医学地理学向一门新的健康地理学转变的过程,并梳理了新的健康地理学理论和研究内容的变化,总结了当前学科存在的一些问题,最后对新时期我国健康地理学的发展提出了展望。     

Fieldwork@40: fieldwork in geography higher education

ABSTRACT

Fieldwork is the most powerful learning invitation in the toolkit of Geographical Education. This review of papers in The Journal of Geography in Higher Education (JGHE) suggests seven modes in the development of fieldwork. These are arrayed as a kind of historical, perhaps evolutionary, sequence but most remain current in Geography fieldwork practice. At the far end (1960s) of the sequence are didactic modes that are teacher centred and use the field as an adjunct to the classroom, in the middle (1990s) are modes that involve active learning and focus on the development of students as investigators and at the near end (2010s) are those that centred on the field study area and its qualities, that involve concern about the ethics of student engagement and that employ blended learning technologies. The review charts the JGHE’s gradual shift away from its original, almost exclusively, UK-focus toward something rather more international and inclusive. Fieldwork is where Geographers learn “from doing” Geography to “do” Geography. Its special attributes include providing experiential, sometimes transformative, learning through the immersion of the learner in the field experience. In 40 years, JGHE has helped Geography Fieldwork move from the margins of the curriculum to its current place at its core.     

What is Geography? Perceptions of first year undergraduates in South Africa

Disciplines such as Geography are well placed to respond to the changing needs of society and the effective application of geographical knowledge to real-world problems. This project surveyed first year Geography undergraduates’ understanding of “What is Geography?”, both before and after an exercise in which geographic topics were identified within recent newspapers. The survey instrument employed was an anonymous, self-administered questionnaire, and was undertaken with first-year undergraduate Geography students at a university in South Africa. Results show that the exercise enabled students (n = 158) to more readily see the application of geographical knowledge to both environmental and social problems that they identified in the newspaper stories. Students also identified that studying Geography may be able to help them increase their skills, employment prospects and earning potential. These findings can help locate the disciplinary concerns and applicability of Geography in post-apartheid South Africa within the wider context of the twenty-first Century world.     

北京大学的人文地理教学与研究

北京大学的地理部分是1952年由清华大学调入的。当时、北京大学成立了地质地理系。地理方面按苏联经验只建立自然地理学专业。     

中国社会地理学发展综述

在中国人文地理学众多分支学科中,社会地理学属于发展较慢的一个分支,但近年来出现了较快的发展势头,研究内容日益广泛,研究人员对社会地理学的诸多领域开展了研究,包括:
1.社会地理学的性质与内容。在吸收西方社会地理学成果的基础上,结合中国实际,认为要重点研究社会集团的空间活动,也有人认为要研究社会集团、社会文化、社会生态、社会问题。
2.社区地理研究。主要内容包括社区地理的理论、城市社会区域的划分、农村社区、社会集团等方面的研究。
3.社会问题的研究。主要有犯罪现象、贫困问题等。
随着人文地理学在中国的全面复兴,地理学出现了明显的人文化、社会化趋向,人文地理工作者从原先注重经济活动转而关注社会问题,特别是进入九十年代以来,社会转型加快,社会问题愈加突出地显现出来,迫切需要建立中国的社会地理学理论体系,加强对现实社会问题的研究,开拓新的研究领域,如生活水平与生活方式、生活空间、社会变迁等,为我国制定有关方针政策提供依据。     

试论高校地理专业人文地理学的教学改革

依据7所高校地理专业课程设置的分析,可以发现我国高校地理专业人文地理学课程体系基本形成,《人文地理学》、《经济地理学》、《中国地理》、《世界地理》等课程成为人文地理学的核心课程。各高校根据自身特点,通过多种方式和途径,开设了涉及目前人文地理学发展较为成熟领域的课程。《人文地理学》的课程性质决定了它在人文地理学课程群中的总括地位,该课程的教学重点应该在于阐述人文地理学的基本理论、基本方法。课程性质和教学重点对教材提出了要求,我国不同时期出版的教材各具特色,但随着高校地理专业人文地理学课程体系日趋合理,《人文地理学》教材应与《人文地理学》课程性质和功能相一致。人文地理学外业实践教学不可或缺,但目前仍较薄弱,有待加强。人文地理学外业实践教学应以人地关系地域系统理论为指导思想,选择较为典型、富有代表性的地域进行。     

人文地理学的历史概况与我国人文地理学的发展

本文探索人文地理学从十九世纪中叶以来的发展特点。重点在于介绍人文地理学在发展新的理论、新的方法和新的部门所取得的意义。
人文地理学在我国是随着二十年代开始的近代地理教育而发展的。本文还讨论了我国不同时期人文地理学发展的特点以及城市地理、人口地理、旅游地理和历史地理在七十年代后所取得的进展。此外,该文还提出政治地理,文化地理、行为地理等部门的研究仍然比较落后。最后,该文对人文地理学各部门今后发展作了预测。     

《人文地理》1986-2004年刊载论文统计分析

《人文地理》是我国唯一专门研究人文地理学的学术期刊,本文对该刊1986~2004年19年共81期的论文、论文第一作者和引文进行了统计分析,从中揭示了载文量的时空分布特点,展示了该刊作者群的基本特点,确定了该刊活跃作者群的数量和比例,归纳出人文地理科学工作者利用文献的基本特点和规律.同时也回顾了我国人文地理学的发展历程,掌握我国人文地理研究队伍的变化及发展状况,力求对人文地理学的进一步发展与研究队伍建设有所启示,并对《人文地理》期刊的发展提供有益的参考.     

英国流行人文地理学导论教材之评述与借鉴

选取英国时下流行的两本人文地理学概论教材《人文地理概论》和《人文地理学导论:21世纪的议题》,分析了他们的优缺点,并与美国的同类教材进行了比较。《人文地理概论》基于后现代主义的理念,采用30人的大团队,全新的结构(基础+论题+背景三部分),试图展示当代人文地理学的多样性。后一本教材则以问题为导向,采用21人的大团队,充分利用地图、表格、照片、热点知识窗,用手册性著作的写法,全面展示了当代人文地理学的研究主题;缺点是视觉冲击力不够,缺乏对有关研究取向历史发展的论述。     

中国历史地理学的发展与成就

中国历史地理学是从传统的沿革地理学发展而来的。本世纪30年代现代科学方法的传入,促使中国学者将传统的沿革地理学向现代科学的历史地理学转变。中国历史地理学真正得到充分的发展是在1949年新中国成立以后的事。
四十年余来,中国历史地理学的进展和成就大体可有下列几个方面:
(1)学科理论的探讨确定历史地理学是现代地理学的一个组成部分,研究对象是历史时期地理环境变化及其规律的学科。其上限应与古地理学衔接,下限与当代地理学挂钩,将整个地理现象变化连贯起来,以便更好地认识和改造现有的环境。
(2)学科基本建设《中国历史地图集》和《中国历史大辞典历史地理分册》是现今研究历史地理各分支最基本的工具。
(3)研究领域的扩大与深入四十余年来,历史自然地理中的气候、水文、植被、灾害、沙漠、海岸各分支都有重要的研究成果出现。近十余年来,人类生存环境变化的研究已成为历史地理学界热门的课题。历史人文地理自80年代以来开始兴旺起来,政区、农业、人口、城市、交通、工矿业、商业以及社会、文化各分支都有明显的进展和成就,估计到下一世纪,历史人文地理学将有更大的发展。
(4)研究方法、手段的革新近三十年来新技术的运用给历史地理学的发展带来极大的推动力。许多过去无法进行的课题,由于新技术的运用而得到解决。     

Scientific-Technical Progress and Geography

The director of the Institute of Geography (Moscow) reviews a session of the Academy of Sciences USSR devoted to problems of technical progress and finds that geography as a research discipline is not mentioned once by the speakers. The author recalls his past proposals designed to transform traditional geography into a discipline concerned with constructive geographical engineering, or a constructive geography. He finds that in the light of current priorities, geography must be made even more relevant to the present-day needs of society. He outlines five problem areas that should become the main concern of the discipline: (1) economic evaluation of resources, (2) study of natural hazards, (3) the fight against environmental pollution, (4) locational patterns of production that will reduce or eliminate the effects of pollution, and (5) conservation of the environment for recreational and research purposes.     

Has Geography “Disappeared”?

The director of the Institute of Geography accuses Anuchin of having misrepresented the character of the research conducted at the institute. Gerasimov says that the institute's present emphasis on the study of natural resources and the forecasting of changes in the natural environment that result from man's activities in fact require close collaboration between physical and economic geographers.     

中国乡村地理学研究的重新定向

本文首先分析了乡村地理学及其相邻学科(乡村经济学、乡村社会学)对乡村研究的基本内容,认为三者各有侧重,乡村地理学重点从地域空间的角度分析乡村的各种问题,乡村经济学主要关注乡村经济系统的组织与发展规律,乡村社会学则把重点放在乡村社会变迁上,但共同交叉之处甚多。乡村问题带有地域性、综合性特点,在当今城市化的背景下,乡村地域的功能在发生变化,乡村产业结构、社会结构均经历着由传统向现代的全面转型,当前我国乡村地理学需要重新定向,笔者建议以乡村社会经济变迁的研究为主线,加强经济、社会、地理的综合研究,探讨空间结构模式及其规律性,指导乡村发展的实践。     

(Education for) Sustainable Development in Geography Education: review and outlook from a perspective of Germany

Nearly 15 years after the Rio Conference and 10 years after the Lucerne Declaration on Geographical Education for Sustainable Development we are interested to what extent the goals of this declaration have been implemented? What role does Geography play in Education for Sustainable Development in higher education? We analyzed the modules of 107 degree programs with Geography as a degree major or as a teacher training subject at 55 German universities, technical colleges and universities of education. We conducted a quantitative text analysis in which we searched the key words “Sustainability”, “Sustainable Development”, “Education for Sustainable Development” and “Nature-Society Studies” in the Module Regulations. Our data indicate great heterogeneity between the degree programs. The key words were predominantly found in majors in “Human Geography”, “Geography” and teacher training programs for “academic high schools”. Aspects of the results considered in the paper include: (a) differences in the orientation of degree programs, (b) varying degree of implementation in the modules, (c) different conceptual understanding of the principles of sustainability, (d) the extent to which concepts of Environmental Education and Education for Sustainable Development are mixed, (e) heterogeneity between mandatory courses and electives.     

Geography in Australia’s New (Post‐1987) Universities

Distinct Departments/Schools of Geography have been the exception, rather than the rule, in the post‐1987 universities. While majors, courses, honours and higher degrees in Geography have been offered at a number of these institutions and their various antecedents, the Geographers who taught them were characteristically located in multidisciplinary units. Many of these encompassed the Social Sciences, since the place of Geography in secondary schools was nor‐mally in Social Studies (or Studies of Society and the Environment) and most Geography programs were developed in former teacher training institutions. The results of a survey of current and former staff indicate that, while Geographers may be playing an important and growing role within the post‐1987 universities, the place of Geography as a formally identified discipline therein is less secure.     

The emergence and institutionalization of feminist geography in Ghana

Abstract

The emergence and institutionalization of feminist geography in Ghana was in tandem with the global feminist movement in the 1970s and its subsequent international women’s conferences. This paper discusses the pioneering work and research at the Department of Geography and Resource Development, University of Ghana, and its effect on the institutionalization and diffusion of feminist geography in Ghana. Through research and external collaborations, the need for gender as an academic discipline was strongly argued for and instituted as an undergraduate course at the Department of Geography and Resource Development, University of Ghana. These external collaborations with other feminist geographers in international geography associations and universities served as a boost as they created opportunities for highlighting the spatial variations in the role and situation of particularly women’s lives in Ghana. Subsequently, there was a diffusion of feminist geography research and its institutionalization as an academic sub-discipline in Geography departments in other Ghanaian universities. These notwithstanding, the departments of Geography in Ghanaian universities are still dominated by male faculty members. Moreover, research work has been mainly in the field of human geography more than the physical aspects calling for the mainstreaming of gender issues in all the systematic branches of the discipline.     

REVIEWS

Book reviewed in this article: A Continent Transformed: Human Impact on the Nutural Vegetation of Australia Jamie Kirkpatrick The Emergence of Bioregionalism in the Murray-Darling Basin J.M. Powell From Forest to Sea: Australia's Changing Environment: Eric Rolls Australian Environmental History: Essays and Cases Stephen Dovers, (ed.) Spirited Cities Urban Planning, Traffic and Environmental Management in the Nineiies Essays for Hans Westerman Robert Freestone (ed.) The Margin Fades: Geographical Itineraries in a World of Islands Eric Waddell and Patrick D. Nunn (eds) Oceanic Islands Patrick D. Nunn Natural Disasters David Alexander REVIEWS IN BRIEF: Geography and National Identity David Hooson (ed.) REVIEWS IN BRIEF: The Challenge for Geography. A Changing World: A Changing Discipline R.J. Johnston (ed.) REVIEWS IN BRIEF: Building Bridges. Geography in Australia Report of the National Committee for Geography Australian Academy of Sciences R.L. Heathcote (ed) REVIEWS IN BRIEF: The Encyclopedic Dictionary of Physical Geography Andrew Goudie, B.W. Atkinson, K.J. Gregory, I.G. Simmons, D.R. Stoddart, David Sugden (eds.) The Dictionary of Human Geography R.J. Johnston, Derek Gregory and David Smith (eds.)     

GEOGRAPHICAL SYSTEMS AND ECONOMIC-GEOGRAPHICAL SYSTEMS

A group of physical geographers of the Institute of Geography in Moscow, the principal academic research institution in geography, published an article in 1974 seeking to define and categorize terms and concepts now being used in Soviet geography. The article said the term geosystem (geographical system) applied equally to physical-geographical and socio-economic entities, and the term “geographical environment”, in actual research practice, referred not only to the physical setting of human activities, but also to engineering elements and social conditions. The present writer contends that such a definition of the geographical environment, incorporating both natural and social elements, smacks of a unified geography, and that geosystems, as originally defined, refer only to natural terrestrial systems, excluding man.     

Geography’s Emerging Cross‐Disciplinary Links: Process,Causes, Outcomes and Challenges

In Australian universities the discipline of Geography has been the pace‐setter in forging cross‐disciplinary links to create multidisciplinary departments and schools, well ahead of other disciplines in humanities, social sciences and sciences, and also to a greater extent than in comparable overseas university systems. Details on all cross‐disciplinary links and on immediate outcomes have been obtained by surveys of all heads of departments/schools with undergraduate Geography programs. These programs have traced their own distinctive trajectories, with ramifying links to cognate fields of enquiry, achieved through mergers, transfers, internal initiatives and, more recently, faculty‐wide restructuring to create supradisciplinary schools. Geography’s ‘exceptionalism’ has proved short‐lived. Disciplinary flux is now extending more widely within Australian universities, driven by a variety of internal and external forces, including: intellectual questioning and new ways of constituting knowledge; technological change and the information revolution; the growth of instrumentalism and credentialism, and managerialism and entre‐preneurial imperatives; reinforced by a powerful budgetary squeeze. Geographers are proving highly adaptive in pursuit of cross‐disciplinary connections, offering analytical tools and selected disciplinary insights useful to non‐geographers. However, this may be at cost to undergraduate programs focussing on Geography’s intellectual core. Whereas formerly Geography had high reproductive capacity but low instrumental value it may now be in a phase of enhanced utility but perilously low reproductive capacity.