激发学生的写作兴趣

根据《语文课程标准》中写作教学的总目标：“能具体明确,文从字顺地表述自己的意思。能根据日常生活需要,运用常见的表达方式写作。”由此可以看出,去除学生对于作文的畏惧心理,注重激发学生的写作兴趣和自信心,养成良好的写作习惯将是初中作文教学的首要任务。现将笔者在初中作文教学探讨中的一些经验拿来与大家同享,希望对作文教学有所裨益。     

机械教学之我见

针对机械专业课的特点,从教材内容出发,就如何抓住教学重点,正确处理重点、难点,新课的导入,教学方法的选择及课堂辅导进行论述。明确了课堂教学的步骤和方法。     

唐代贾耽的地理(地图)著述及其地图学成绩再评价

对唐代贾耽的地理(地图)著述的名目进行辨析,分析了"关中陇右及山南九州等图"、《九州图》、《海内华夷图》之间的关系,以及别录与通录的区别。指出《九州图》、《海内华夷图》是贾耽国图撰修总体事业在不同历史阶段的总称。并从地图学传统、方志学传统入手,探讨了贾耽地理(地图)著述的性质,对其中的地图学成绩进行了重新评价,进而从"近意就实,依稀像真"分析了贾耽地图学的滞后性,指出"古墨今朱"应只是文字注记的区别,并非通过图形绘制表达古今地理要素的差异,由此审视了中国古代地图史上图形绘制与文字注记的关系。     

Understanding the built environment at the Seneca Iroquois White Springs Site using large-scale,multi-instrument archaeogeophysical surveys

A landscape-scale conception of the circa 1688–1715 CE Seneca occupation at the White Springs Site (NYSM 1952; RMSC Plp-018), located in Geneva, NY, is important for understanding their built environment during a period of residential upheaval. This paper reports on approximately five hectares of high-resolution, multi-instrument archaeogeophysical surveys. These surveys allowed engagement with layered, temporal contexts and the gathering of otherwise inaccessible information. In combination with excavation, surface survey, and historic research, archaeogeophysical techniques provided expanded access to the site, a settlement size estimate of 1.42–2.75 ha, and tentative evidence for a palisade at the White Springs Site. The interplay between archaeogeophysics and other techniques was critical to this undertaking.     

From Hawaii to Glasgow: The International Network for Learning and Teaching Geography in Higher Education (INLT) Five Years On

This paper examines and reflects on the activities of the International Network for Learning and Teaching Geography in Higher Education (INLT) from its founding at the Association of American Geographers' Annual Conference in Hawaii in 1999 to the post-International Geographical Congress workshop in Glasgow five years later. It provides a context and introduction to the following six papers, which resulted from the Glasgow workshop. It is suggested that, despite some of the proposals in Hawaii proving over-ambitious, several other projects have emerged and the INLT continues largely to meet the goals and purposes set out in 1999. Although the desire of the INLT to move beyond its Anglo-American and Australasian origins largely remains a challenge to be met, the INLT has established itself as a valuable forum for the geography higher education community to identify and reflect on similarities and differences in national practices, to engage in debate virtually and face-to-face on issues concerned with learning and teaching, and to bring geographers from different countries to work together on educational projects.     

“Now let me share this with you”: Exploring Poetry as a Method for Postcolonial Geography Research

Abstract: In this article we attempt to “seize back the creative initiative” to uncover whether poetry might be a useful postcolonial research method. In exploring the possibilities and limitations of poetry as a means of re‐representing and interpreting data collected through in‐depth qualitative interviews, our conclusions are ambivalent: we are attracted to poetry but troubled by it too. For instance, poetry does hold promise through its ability to imaginatively project thoughts and ideas, opening up space so new perspectives can emerge. However, as academics we are always complicit in the knowledge creation process (albeit to varying degrees), and so the representative qualities of poetry are never unproblematic or straightforward. Thus although poetry does have potential as a method for postcolonial geography research, we are making a cautious and careful appeal for its use. We use the case of ecotourism research conducted in Boabeng‐Fiema Monkey Sanctuary in Ghana to explore these ideas.     

Internationalisation of the Curriculum: Designing inclusive education for a small world

Responding to the globalisation of commerce and communication and driven by competition in the multi-billion dollar international market for higher education, many universities are seeking to market their educational provision internationally. Feedback from some disappointed 'customers' has created pressure for change in the way that instruction is designed and delivered. This pressure is beginning to affect teachers in subjects perceived as international in perspective. This paper reviews the strategies suggested by Western universities to achieve internationalisation of the curriculum. Internationalisation is a major project that affects all aspects of a university's provision, including its priorities for staff development and career rewards. The challenge for course developers is to design a curriculum that serves global rather than national priorities, which does not rely on prior knowledge of local provenance, where students from all sources share equal opportunities for advancement in an inclusive learning environment, and which serves to introduce stay-at-home students to the demands of an increasingly multinational world of work.     

Teaching Geography to Non-geographers at Glasgow Caledonian University

This paper discusses the teaching of geography to 'non-geographers' at Glasgow Caledonian University (GCU). GCU is one of the so-called 'new' universities in the UK and it shares with many of these institutions a mission to facilitate access to groups that have traditionally been under-represented in higher education. Human geography is one of the six subject area streams within the interdisciplinary social sciences degree programme, although geographical subject matter is taught in many other degree programmes, in each of GCU's three faculties. The arrangements for teaching human geography at GCU present pedagogical challenges for staff. Means to address these problems have been implemented. In this case study, it is argued that the experience of teaching human geography to 'non-geographers' at GCU may be of more general significance to the discipline, to the teaching of geography in both 'old' and 'new' universities and to those responsible for the delivery of mainstream geography degree programmes.     

基于概率法的木构古建筑地震破坏综合评价方法

为了研究木构古建筑地震破坏状态评估的准确性,应用概率的方法,以结构损伤指数、最大层间位移角作为评价因子,建立了地震破坏综合评价模型,提出了基于概率法的木构古建筑地震破坏综合评价方法。该方法在综合现状分析与实验数据,在一定烈度下计算各种破坏状态等级中每一种破坏状态出现的概率,古建筑地震破坏状态应为概率最大的地震破坏状态,从而比较准确地判别木构古建筑地震破坏程度。并对经受过汶川地震的两种结构形式的古建筑进行了验证,从而验证了该方法的合理性和有效性。这一方法将提高木构古建筑震害预测的准确性,为古建筑抗震加固提供有效的理论支持。