我国人文地理学研究、教学与出版关系论——以出版为中心的探讨

地理学界关于教学与研究的关系有些研究,关于研究与出版、教学与出版的关系几乎没有研究,但人文地理学界对这两种关系没有什么研究。研究表明,教学与研究相互依赖,研究是教学的基础,教学是研究成果得以普及和传承的途径之一,还可能促进研究的深入。教学和研究的质量和水平与出版有相当的关系。教材建设需要引进足够的重视并根据成果写出,研究的理念需要拓展,需要培养问题意识、学术史意识、与同行对话的意识和理论意识,还应注意著述的学术规范。学术出版要坚持高标准,以品质为导向,兼顾经济效益和社会效益。     

浅谈小学语文教学改革的创新

我国小学语文教育,是最基础的教育,它不仅仅要培养学生们,正确地运用文字以及掌握文字,而且还要通过文字这个工具,为后续的学习与各项门科打下竖实的基础。     

让学生在阅读中感受文本的美

《语文课程标准》在关于阅读教学的建议中指出”：阅读是搜集处理信息、认识世界、发展思维、获得审美体验的重要途径。”文质兼美的语文教材为我们展现了一个璀璨夺目的美的世界。我们应积极引导学生通过文本阅读感受语文之美。语文教学是真善美的统一,是以求真为基础向善的迈进;而美则是向着善的目标迈进的最佳途径。因此我认为,语文课堂教学既是一门科学,又是一门艺术。而阅读是学生应该掌握的一项基本技能。让学生在阅读中提升写作技能、开拓视界、放飞心灵,进而在享受中去阅读,这是做为一个语文教师应该做到的。合理运用阅读能够逐步培养学生探究性学习和创造性学习的能力,教师要引导学生在读中体会情感,在读中获取信患,在读中得到精神的享受。     

“读”与“写”有机地结合

语文教学包括讲读教学和作文教学两大内容。一般的语文教学方法是将讲读课与作文课完全分开来进行教学,认为两者联系并不十分密切,而且也很难将两者有机地结合起来进行教学,于是在讲读课上只进行范文教学,不搞作文教学,关于作文教学的内容或存在的问题则放到作文课上去教授、解决。其结果,无形中留给学生一个错觉,似乎讲读课文与写作文之间没有必然的联系;有的学生甚至更错误地认为不上语文课照样能写好作文。     

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。     

如何提高信息技术课的课堂效率

随着信忠社会的到来,中学计算机教育正在蓬勃发展,不断加快教育改革步伐,不断探索有效的教学方法,利用现代化的教学手段,提高学生的计算机知识水平和实践动手能力,以提高未来建设者的科学文化素质、能力和科技意识,是中学信息技术教育的根本任务。如何在本课程的课堂教学中挖掘学生的学习动力、提商课堂教学效率,是我们教师应该不断探索的课题。     

Using Teaching Observations and Reflective Practice to Challenge Conventions and Conceptions of Teaching in Geography

Cultural activities such as teaching and learning are highly complex systems that are deeply embedded in a wider culture and these factors impede change. Despite feeling directly the effect of the recent drive towards mass participation in higher education, most lecturers have not accounted for these changes in their teaching methods. Unless lecturers engage in critical reflection and ongoing discovery they stay trapped in unexamined judgements, interpretations, assumptions and expectations. Collaborative teaching observations and reflective practice were conducted by the author and colleagues with a range of experience within a geography department. Several surprising discrepancies appeared between lecturers' expectations and observations of the teaching sessions. The experience showed that, regardless of teaching experience, lectures allow the lecturer in his/her routine practice to neither appreciate his/her performance nor be aware of student understanding. Reflection on these experiences caused the re-evaluation of events and experience and the investigation of other firmly held beliefs that were frustrating and difficult to explain. If lecturers are to become proactive in their professional development, to question their teaching practice and become reflective practitioners, then our teaching culture must embrace the need for change and differences in teaching and learning.     

Teaching Research Methods Courses in Human Geography: Critical Reflections

The authors reflect critically on their experiences of teaching research methods/methodology/techniques (MMT) courses in human geography for the first time. Through a highly reflexive process involving journaling, they engage with the broader scholarship of teaching and learning approach. Three themes characterize commonalities in their instructional experiences: (1) prior knowledge, (2) preparation, and (3) confidence. Specifically, they were challenged by needing to teach particular MMTs that they had not previously applied in their own research, by not knowing how best to prepare for teaching such courses, and by a lack of confidence with their approaches that stemmed from numerous issues.     

Engaging with Economic Geography in the ‘Real’ World: A Central Role for Field Teaching

Debates concerning how to engage students with economic geography have ignored the important role of field teaching. This paper argues that fieldwork must remain a key component of economic geographical teaching and that it offers a variety of advantages to overcoming student disinterest in the sub-discipline. It goes on to argue that field teaching must be developed, not neglected, in economic geography and illustrates its pedagogical advantages with reference to the example of a field class in north-east England.     

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.