高中地理新课程教学的几点体会

高中地理新课程改革工作刚刚开始,作为一线教师在业务上要加强自身修养,强化教育理论与地理知识的学习,及时更新自己的存量知识,使自己的地理教学能力提高,跟上新课程的时代步伐,进而推进新课程改革的落实。     

Internships in the applied geography curriculum

Abstract

The internship is a necessary and important part of an applied geography curriculum. At Ryerson, this takes the form of a three‐month placement with a sponsoring agency whose area of operation relates directly to a student's field of specialisation. At the same time, non‐academics are encouraged to participate in the organisation, design and teaching of the formal undergraduate programme. This helps to develop a closer integration of course material and placement experience.     

Student geographies and homemaking: personal belonging(s) and identities

Studies of the ‘geographies of students’ have become increasingly prevalent across the social sciences and are particularly concerned with the predilection for young UK University undergraduates to be mobile in their institutional choice. A more recent focus within this work has been upon student identities, with attention given to how the spaces to which students move and in which they settle can have both positive and negative consequences for the evolution of the student identity, and how such identities are often framed within the context of social activities; learning environments; friendship networks; or other sociocultural factors. This paper contributes to these discussions by considering the role of student accommodation – a site which often remains on the periphery of discussions of student identities – in offering students opportunities to construct, adapt and manage their student identities. This adds to the important contemporary geographies of student accommodation, which are currently debating, among others, purpose-built student accommodation and the broad housing ‘careers’ and strategies of students. In contrast, this paper explores the micro-geographies of student accommodation (and more specifically, the bedroom) to highlight its value in providing young, mobile students with an anchor within which they can draw together their learner, social and domestic dispositions into one geographical location.     

Synergies between geography,planning and vocationalism in curriculum development and implementation

Geography curricula are being transformed by the increasing emphasis on skills, employability and professional competencies. In this paper, we contribute to these ongoing debates through reporting and reflecting on one curriculum transformation introduced in response to these pressures: the development of a Bachelor of Planning pedagogically framed within geography at Macquarie University. We explore the ways in which the vocational orientations of a planning degree can be woven through a geography curriculum, and its communication to a cross section of stakeholders. The paper highlights the complexity of implementing vocationally oriented curricula and provides signposts for those considering such a transformation.     

Revolutionary and evolutionary change in human geography: a personal assessment

Many perspectives new to Anglo-Saxon human geography have been introduced into the discipline over the last twenty years. These are reviewed in terms of the impacts upon mainstream human geography of the quantitative/spatial organisation /theoretical revolutions, and the reactions against these in turn by advocates of the behavioural, liberal/relevance, Marxist and post-positivist perspectives. The review ends with a brief consideration of some contemporary approaches within human geography, particularly those seeking an understanding of the processes underpinning the relationships between agency and structure. By way of conclusion a personal assessment is given of the current standing of the discipline and the nature of the changes required of it in the 1980s.     

提高初中地理课堂教学有效性的若干建议

要提高地理课堂教学的有效性,就要把握好地理课自身的特点。作为地理课堂教学的实质应该是让学生利用地理知识来认识地理事物、解释地理现象、解决地理问题,从而培养学生相应的能力。这是地理课堂教学中的重点和难点所在,也是地理课堂教学的首要。     

George G. Chisholm: His influence on university and school geography

EUROPE

I Saw Two Englands. 2nd edition. By H. V. Morton. Demy 8vo. London : Methucn and Co. Ltd. Price 9s. 6d.

The German Lebensraum. By Robert E. Dickinson. Pp. 223. Penguin Special.

Scottish Pilgrimage in the Land of Lost Content. By Radcliffe Barnett. Illustrated. Demy 8vo. Pp. x+207. Edinburgh: John Grant, 1943. Price 6s.

Wild Life of Britain. By F. Fraser Darling. Illustrated. 4to. Pp.48. London : Collins Ltd., 1943. Price 4s. 6d.

France. By P. Maiixaud. Illustrated. 4#fr1/2>×7#fr1/2>. Pp.138. London : Oxford University Press, 1943. Price 3s. 6d.

The Economic Reconstruction of Lithuania after 1918. By A. Simutis. Demy 8vo. Pp. 148. New York and London : Columbia University Press and Humphrey Milford, 1943.

Orientations. By Ronald Storrs. Definitive Edition. London : Nicholson and Watson, 1943. Price 10s. 6d.

ASIA

The Gobi Desert. By Mildred Cable with Francesca French. Illustrated. Demy 8vo. Pp.301. London: Hodder and Stoughton Ltd., 1943. Price 21s.

Polynesians : Explorers of the Pacific. By J. E. Weckley. Illustrated. Demy 8vo. Pp. 77. Washington : Smithsonian Institution, 1943.

Girlhood in the Pacific. By Mrs. Shane Leslie. London : Macdonald and Co. Price 10s. 6d.

Dawn in Siberia. By G. D. R. Phillips. Illustrated. Demy 8vo. Pp. 196. London : Frederick Muller, 1943. Price 8s. 6d.

My India, My West. By Dr. Krishnalal Shridharani.

Growing Up in New Guinea. By Margaret Mead. Pelican Books, 1942.

India. By T. A. Raman. Illustrated. 4#fr1/2>×#fr1/2>. Pp.140. London: Humphrey Milford at the Oxford University Press, 1943. Price 3s. 6d.

Report from Tokyo. By J. C. Grew. Demy 8vo. Pp.103. New York : Simon and Schuster, 1943. Price 2s. 6d.

AFRICA

Diary of a District Officer. By K. Bradley. Demy 8vo. Pp. 192. London : George G. Harrap and Co. Ltd. Price 5s.

Libyan Log. By E. G. Ogilvie. Illustrated. 4#fr1/2>×7#fr1/2>. Pp.103. Edinburgh: Oliver and Boyd Ltd., 1943. Price 51.

North Africa. By A. H. Brodrick. Illustrated. 4#fr1/2>×7#fr1/2>. Pp.97. London: Oxford University Press, 1943. Price 3s. 6d.

Across Madagascar. By Olive Murray Chapman. Illustrated. Demy 8vo. Pp. 144. London : Burrows, 1943. Price 9s. 6d.

Dead Men Do Tell Tales. By Byron de Prorok. Illustrated. Demy 8vo. Pp.221. London : George G. Harrap and Co. Ltd., 1943. Price 10s. 6d.

AMERICA

Canada. By B. K. Sandweix. Illustrated. Pp.124. 7#fr1/2>×4#fr1/2> London: Oxford University Press, 1943. Price 3s. 6d.

Exploring the Little Rivers of New Jersey. By James and Margaret Cawley. Princeton : Princeton University Press.

South America, with Mexico and Central America. By J. B. Trend. Illustrated. 7#fr1/2>×4#fr1/2>. Pp. 128. London : Oxford University Press, 1942. Price 3s. 6d.

Green Fire. By P. W. Rainier. Demy 8vo. Pp. viii+216. London: John Murray, 1943. Price 12s. 6d.

GENERAL

Climatic Accidents in Landscape‐making. By C. A. Cotton. Illustrated. Pp. xx+354. Wellington and London: Whitecombe and Tombs, 1942. Price 301.

Half a Life. By Major C. S. Jarvis. Illustrated. Demy 8vo. Pp. viii+216. London: John Murray, 1943. Price 15s.

Scottish Gaelic Studies. Vol. V, Part II. Demy 8vo. Pp. 198. London : Basil Blackwell, 1942. Price 9s.

Auld Reekie. By A. A. MacGregor. Illustrated. Demy 8vo. Pp. ix+204. London: Methuen and Co. Ltd., 1943. Price 12s. 6d.

A Journey to Gibraltar. By R. Henrey. Illustrated. Demy 8vo. Pp. vi + 169. London : J. M. Dent and Sons Ltd., 1943. Price 12s. 6d.

EDUCATIONAL

Teach Tourself Geography. By J. C. Kingsland and W. B. Cornish. Pp. 287. London : English Universities Press Ltd., 1943. Price 3s.     

The role of assessment in the design of a curriculum for a degree in geography

Abstract

Decisions about the assessment of courses in higher education will influence the structure of the curriculum. Assessment is necessary not only to inform students and staff, but also for external and predictive purposes. The objectives of assessment are both instructional and expressive, while the kinds of skills tested are mainly those of written and oral communication. The incorporation of all these factors into assessment and curriculum design can be facilitated by using tables and diagrams based on educational theory. Unlike other components of the curriculum, assessment continues to play an active role in curriculum development after the initial design stage.     

Rotten to the core: Against a core curriculum for geography in UK higher education

Abstract

This paper examines some of the main reasons why a core curriculum for UK higher education is seen as being desirable, and challenges these arguments with particular reference to geography. It suggests that a core curriculum would be damaging for six main reasons: that problems exist over the identification of central elements which could provide the basis of a core; that the higher education experience should be enlightening rather than dehumanising; that the strength of geography as a very broad discipline would be damaged by the imposition of a core; that much of the most exciting geographical ‘knowledge’ is created at the research frontier rather than in any potential core; that there are problems over the choice of people who might determine any core; and that there are serious questions over precisely in whose interests a core might be created.     

The Training Of Geographers (on the curriculum of a college department of physical geography)

A Leningrad University physical geographer proposes reforms in the curriculum of his department in an effort to focus required courses more clearly on the needs of physical-geography students. He suggests the elimination of teacher-oriented courses since Soviet universities are designed to train research geographers. Although the required courses on Marxism are viewed as essential to the Soviet educational process, separate courses on atheism and on labor legislation strike the author as superfluous. The 300 class-hours thus saved might then be allotted to special-purpose courses with a direct bearing on physical-geography training. Revisions in several courses are suggested, with greater emphasis on seminar work to train students in independent research.     

Curriculum development and society: West German geographers respond to the American high school geography project

Abstract

Industrial geography courses at the Historically Black Universities (HBUs) and the Historically White Universities (HWUs) in South Africa are a true reflection of apartheid education designed by the government in the 1950s. The education system offers whites good and quality education, while blacks receive poor education. The nature and history of the HBUs have affected the content and the teaching of industrial geography. Unlike the HWUs industrial geography courses at the HBUs do not contain much of the recent changes in the subject.     

新课改下的初中数学教学

数学是一切科学之母”,它是一门研究数与形的科学,它无处不在。要掌握技术,先要学好数学,想攀登科学的高峰,更要学好数学;“教学是锻炼思维的体操”,数学的重要性不仅仅是它蕴合在各个知识领域之中,而且更重要的是,它能很好地锻炼人的思维,有效地提高能力。而能力（理解能力、分析能力、运算能力）则是关系到学习效率的最重要的因素。我们常可以看到这种现象：一次大型考试结束．数学成绩的排队往往和总成绩的排队大体相当。     

Ethnic cleansing and the formation of settler colonial geographies

Taking into account that ethnic cleansing not only undoes the legal and spatial formations within a given territory but also is a productive force aimed at securing and normalizing a new political order within a contested territory, we examine its impact on settler colonial geographies. We show that the relative completeness or incompleteness of ethnic cleansing helps shape the specific configuration of two intricately tied sites of social management – spatial reproduction and legal governance – within settler colonial regimes. We claim that complete ethnic cleansing produces a ‘refined’ form of settler colonialism resembling the colonial geographies of North America and Australia and is more readily normalized, while incomplete ethnic cleansing produces an ‘intermediate’ form of settler colonialism similar to the colonial regime in Rhodesia before the settlers lost power and is impossible to normalize due to a series of contradictions stemming from the presence of the ‘indigenous other’. To uncover this less acknowledged feature of ethnic cleansing we compare two territories that were colonized by Israel during the 1967 War: the Syrian Golan Heights and the Palestinian West Bank.