瑜伽走进高校体育课探讨

本文论述了高校体育课程中增设瑜伽内容的意义,分析了开设这一课程的有利因素和制约因素,并指出促进这一课程在高校体育课程中开设的思路与建议。     

Teaching Across the Divide: Physical and Human Geographies of Hurricane Katrina

This article critically reflects on our effort to ‘teach across the divide’, by integrating physical and human geography in a new first-year course. We achieved this integration by structuring our course around a series of key events, in order to draw out the interaction of ‘natural’ and ‘social’ forces. After setting out the intellectual and institutional reasons for integration, we illustrate our approach with reference to one of the key events covered in our course: Hurricane Katrina. Finally, we draw on our own reflections and student evaluations to consider the positive outcomes of our approach, and the challenges it poses.     

Study Abroad Field Trip Improves Test Performance through Engagement and New Social Networks

Although study abroad trips provide an opportunity for affective and cognitive learning, it is largely assumed that they improve learning outcomes. The purpose of this study is to determine whether a study abroad field trip improved cognitive learning by comparing test performance between the study abroad participants (n = 20) and their peers who did not participate (n = 365). Test performance was statistically identical between these groups before and immediately after the study abroad program. On the final exam, the study abroad participants scored significantly higher. Qualitative methods were used to identify increased engagement with the course material and the creation of new social networks as likely explanations.     

How are non-geography majors motivated in a large introductory world geography course?

University students who do not declare geography as their major are at risk of poor motivation to learn in an introductory geography class. However, research exploring the role of non-majors' motivation is lacking. This study examines motivational factors impacting non-geography students' engagement and performance. The findings suggest that non-geography majors demonstrate deep engagement when they focus on mastering the content and value geography. Also, when students feel confident of learning geography, they are more likely to demonstrate a high level of achievement. The paper concludes with practical suggestions for enhancing non-geography students' motivation and engagement in an introductory geography class.     

Restructuring physical geography

The tripartite division of physical geography into geomorphology, climatology and biogeography is still often quoted, but developments in the last two decades have resulted in restructuring of the discipline. Significant publications by physical geographers now occur dominantly in multidisciplinary rather than in core geography journals. Analysis of the contents of ten journals and of the submissions to the 1996 UK Research Assessment Exercise (RAE) demonstrate the current pre-eminence of two sub-disciplines: geomorphology with hydrology, and Quaternary environmental change. Complementing research in the sub-disciplines, six trends towards a more integrated physical geography are identified as indicators of restructuring that has already occurred. Three futures are suggested for physical geography. The first, the status quo, is thought to be unlikely. The second, the disappearance of physical geography into other disciplinary areas would leave holistic investigations to other disciplines and so is undesirable. Thus, the third alternative, a renaissance of a more integrated physical geography, provides the most likely future. It is supported by existing integrative trends, provides a natural sequel to reductionist specialization, reflects the strong identity for the geographical approach to the earth and environmental sciences and the spatio-analytical approach integrating deductive and inductive studies, and it focuses on human–environmental interactions that could have implications for geography as a whole.     

Using the ‘Grieving’ Process and Learning Journals to Evaluate Students' Responses to Problem-Based Learning in an Undergraduate Geography Curriculum

This paper offers a critical review of the role of the International Network for Learning and Teaching geography in higher education (INLT) in the production of geographical knowledge. Through an examination of the Network's membership and activities, it explores some of the ways in which INLT—as a global virtual group—may be inadvertently perpetuating geographies of oppression through, for example, assumption of Anglo-American modes of educational standards and practice; reinforcement of existing unequal/inequitable social relationships; predominance of English language; and a reliance on technologies that favour wealthy nations and institutions. The paper sets out practical suggestions for postcolonial membership and activity structures designed to overcome difficulties with the Network's existing power/knowledge geometries.     

Developing ethical geography students? The impact and effectiveness of a tutorial-based approach

This paper explores the effectiveness of a tutorial-based approach in supporting the development of geography undergraduates’ ethical thinking. It was found that overall the intervention had a statistically significant impact on students’ ethical thinking scores as assessed using a Meta-Ethical Questionnaire. The initiative led to a convergence of scores, having a bigger impact on those who had a relatively low score prior to the intervention. Interestingly, the approach had the biggest impact on students who self-identified as physical geographers. Unlike some previous research, there was little evidence of difference between male and female students.     

Constructive comments on D Massey 'Space-time, "science" and the relationship between physical geography and human geography:rsquo;

This paper provides a discussion of Massey's (1999) account of the role of space-time in human and physical geography. Recognizing the relative (but not absolute) paucity of comment from physical geographers on questions of approach and method, the paper seeks to demonstrate three things. First, it casts a history of a narrow part of geomorphology in a similar vein to a part of human geography to demonstrate that it is possible to find strong shared characteristics in the ways in which the two subjects are being approached. This emphasizes the importance of analyses that recognize both space and time in seeking explanation in physical geography and which has important implications for: (i) the nature of laws and processes in geomorphology; and hence (ii) the interpretation of specific landforms and their histories. Second, the paper argues that much of what Massey addresses relates to the closure required to make things amenable to study, something that is characteristic of almost every type of research. This has long been acknowledged in science in general and in physical geography in particular, but is often forgotten. Third, the paper uses this consideration of closure to address the issue of the relational nature of different sorts of space-time models. Following Massey's argument that the sort of space-time model that we adopt needs to be informed by the entities that we study, the paper concludes that some of the space-time models that Massey critiques (e.g. classical Newtonian mechanics) may still be fundamental to what we do, and in no sense necessarily ahistorical.     

清代中外西藏阿里的自然地理知识初探

清代西藏阿里地区虽然与中原内地相距绝远,然而在清代前期中央国家的积极努力之下,中原内地对阿里的自然地理知识的获得取得了相当大的成就,尤其是对阿里地区的名山大川的分布及其详情在感性认识层面上达到了相当的高度,然而这种势态没能继续发展下去,从清代中后期开始,这一热情逐渐消退,相关的自然地理知识增长缓慢。另一方面,从清代中后期开始,西方殖民者和探险家进入西藏,对阿里地区进行了一系列的近代地理学的勘测和总结,世人所知的阿里自然地理知识有了迅速发展,形成了一系列丰富的内容。本文拟以清代中原地区的官私著作和西方探险家的考察报告、游记等材料,重现清代西藏阿里自然地理知识的累积过程和发展水平。     

人文地理学课程建设与高校跨世纪教学改革

人文地理学与自然地理学构成一级学科地理科学。人文地理学课程建设在高校跨世纪教学改革中具有重要意义。因此要充分展现人文地理学的教育功能,构建高校多层次人文地理学课程体系;充分利用人文地理学社会针对性,全方位建设地理专业应用人文地理学课程群体;充分体现人文地理学课程的区域性,建设不同空间尺度的区域人文地理学课程系统;全面概括充分完善人文地理学理论,建设各专业通用的理论人文地理学课程;充分发挥人文地理的应用优势,建设各专业实用的应用人文地理学课程。     

The silver screen

Abstract

Based in educational theory and with an interdisciplinary backdrop, this paper applies to economic geography thoughts and contributions pioneered in agricultural science by Professor Richard Bawden. Commonly held educational objectives are interpreted alongside three major teaching traditions. From this analysis, the potential relevance of experiential learning is examined in the light of paradigmatic shifts in economic geography and practical developments in tertiary milieu. The conclusion is that praxis‐based teaching deserves more attention than it has previously received.     

Learning Desert Geomorphology Virtually versus in the Field

Statistical analyses of pre-test and post-test results, as well as qualitative insight obtained by essays, compared introductory physical geography college students who learned desert geomorphology only virtually, in the field and both ways. With the exception of establishing geographic context, the virtual field trip was statistically indistinguishable from real field trips in establishing basic knowledge about desert geomorphology. However, qualitative results reveal the deepest personal ownership of knowledge among field trip participants. These findings should not be construed as having validity beyond an introductory course.     

Surviving the First Time Through: A New Instructor's Views on Designing and Teaching Economic Geography and how Mentoring Early-Career Faculty Can Help

This article presents the reflections of a new instructor of economic geography in the USA. The author offers practical advice for designing and delivering a course for the first time. Suggestions are given in support of the view that sharing knowledge of effective teaching practices is an important component of mentoring early-career faculty. By producing and publishing practical examples of teaching materials, experienced faculty may assist novice instructors in balancing time spent on teaching and research. The author encourages economic geographers to contribute to the health of the sub-discipline by supporting new faculty in this manner.     

融入生命历程理论、面向长期空间行为的时间地理学再思考

时间地理学是一种表现并解释时空间过程中人类空间行为与客观制约之间关系的方法论。但是大多数的实证研究仅限于日常行为,长期空间行为研究存在不足。本文通过制约与能动性、行为的长期性、时空间意义等关键命题的再思考,提出可以统合时间地理学和生命历程理论对个体行为进行理解。生命历程理论作为关注个人生命历程和社会变迁互动关系的社会学理论,能够有效地补充时间地理学在社会过程分析中的不足。通过比较二者的异同,本文提出以生命历程理论的生命轨迹和时间地理学的生命路径为基础,重新构建长期空间行为生命路径,整合社会心理因素、多重社会角色、多维社会时间,以实现对于个体生命历程的全面理解。     

A Framework for the Integration of DVD Technology in Geography Teaching and Learning

This article discusses the results when integrating digital versatile disc (DVD) technology in full-time second-year geography for BEd degree students at a university in South Africa, a developing country. It proposes a framework for the integration of the DVD in geography teaching and learning, steered by students’ needs, feedback and observations by the lecturer. The proposed framework recommends clear guidelines on how to integrate the DVD, as well as the interactions between the role players/resources. It also explains how the DVD was compiled, what was included and how it was effectively applied in conjunction with seminars, as an alternative to traditional lectures. An action research design was utilized and both qualitative and quantitative data were collected.     

Does digital video enhance student learning in field-based experiments and develop graduate attributes beyond the classroom?

The connection between fieldwork and development of graduate attributes is explored in this paper. Digital technologies present opportunities to potentially enhance the learning experience of students undertaking fieldwork, and develop core digital attributes and competencies required by Higher Education Institutions (HEIs) and employers. This paper reports the success of adopting digital video capture in technology-rich field experiments that form part of final year undergraduate courses in Physical Geography at an HEI in New Zealand. Student perceptions were obtained via a range of approaches. Results suggest that deployment of digital video reinforces student learning and connects with core graduate attributes.     

Can first-year undergraduate geography students do individual research?

Based on the affirmation in the scholarship of teaching and learning that adding research component into early geography classes is mutually beneficial to both instructors and students, this paper presents a case study that quantitatively articulates the effects of adding a research project into a first-year physical geography class on students’ academic performance. Pushing research into earlier stages of undergraduate students’ academics, even in large classes, can be very beneficial yet challenging because most students at this level have no experience in research; plus, they may still be adjusting to university life. Part of the Undergraduate Research Initiative called First Year Research Experience (FYRE) at the University of Saskatchewan in Canada invited faculty to embed a research component into first year undergraduate classes to align research and teaching. A two-year endeavour in a first year physical geography class resulted in some interesting outcomes. (1) The most challenging part of research for students was the research question formation. (2) Students valued the opportunity to conduct a research project. (3) Doing in-class research actually improved student performance as seen in the higher overall average grades. (4) Students who attained the highest exam marks were not those who attained the highest research project marks.     

Experimenting with Active Learning in Geography: Dispelling the Myths that Perpetuate Resistance

While some geographers have embraced active learning as a means to engage students in a course, many others stick to conventional teaching methods. They are often deterred by suggestions that it can be difficult to implement active learning where students have no prior knowledge of a subject, that active learning requires too much work of lecturers and students, and that there are significant institutional constraints to implementing active learning. In this article the authors draw on their experiences of utilizing active learning in five different countries before dispelling myths which continue to constrain the uptake of active learning methods. Finally, they provide simple guidelines for successful integration of active learning in geography courses.