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21.
Martin Haigh 《Journal of Geography in Higher Education》2016,40(2):164-181
Causal layered analysis (CLA) is a technique that enables deeper critical inquiry through a structured exploration of four layers of causation. CLA’s layers reach down from the surface litany of media understanding, through the layer of systemic causes identified by conventional research, to underpinning worldviews, ideologies and philosophies, and deep subconscious drivers that manifest in myth and metaphor. CLA applies equally to geographical research’s socioculturally constructed situations and to the exploration of individual meta-cognition and motivation through pedagogic research. Outcomes, explored through reflective journals and term papers, suggest that CLA helps more, especially middle achievement, learners discover deeper structures within their studies. 相似文献
22.
As digital technologies become ubiquitous in many places, scholars of civic engagement, youth and political life, and geographic education have explored the potential of teaching critical and spatial thinking through digital technologies. This paper examines interactive digital mapping as a technology environment for teaching and practicing critical spatial thinking, in relation to civic engagement. From this participatory and dialogic mapping project with teenage girls in Seattle, Washington, we develop a conceptualization of critical spatial thinking that emphasizes how social and spatial processes intertwine to generate societal inequalities and show how this learning informs students’ social and spatial civic responses. We show how interactive digital mapping pedagogies offer students an opportunity to develop awareness of what happens in their urban geographies, but also how and what they might do to intervene. 相似文献
23.
Carlos Carbonell Carrera Luis A. Bermejo Asensio 《Journal of Geography in Higher Education》2017,41(1):119-133
Landscape interpretation is needed for navigating and determining an orientation: with traditional cartography, interpreting 3D topographic information from 2D landform representations to get self-location requires spatial orientation skill. Augmented reality technology allows a new way to interact with 3D landscape representation and thereby facilitate the orientation of oneself in respect to the environment to determine goal location. This paper analyses if AR spatial landform improves the learner’s spatial orientation skill measured with the perspective taking/spatial orientation test by paired sampled t-tests. A workshop was conducted with 123 university students (63 treatment group, 60 control group) in which students had to identify locations and routes based on the interpretation of the relief, represented by AR. Results of the workshop showed an improvement in spatial orientation skill of 20.14 degrees average gain in the treatment group. Students who were not subject to the workshop (control group) did not improve their spatial orientation skill. The possibility of using free AR three-dimensional applications and exploit the potential of tablets and smart phones, which are widespread today, makes it possible to design and implement strategies for the development of spatial skills in formal teaching in the scope of Geography in higher education. 相似文献
24.
董艳艳 《古籍整理研究学刊》2002,(6):53-56
本主要考察甲骨祭祀卜辞中的祭牲数量,通过对这些数字的统计,根据某些数字出现的频率的不同,试图探讨商人的思维观念。 相似文献
25.
新中国成立后,陈云在利用国际市场方面进行了积极的探索。建国初期,他主要是探索国际物资市场的规律,并逐步形成了外汇与物资平衡的思想;20世纪70年代,他提出要研究和利用资本主义,并将注意力从国际物资市场转向国际金融市场;改革开放后,他在继续提倡利用资本主义市场的同时。强调利用外资要保持清醒的头脑,要将引进工作与国内工作平衡好。陈云的这些关于利用国际市场的思想,成为各个时期中国共产党处理国内经济与对外经济关系的重要指导思想。 相似文献
26.
Brian Fay 《History and theory》2013,52(1):91-109
Espen Hammer's exceptionally fine book explores modern temporality, its problems and prospects. Hammer claims that how people experience time is a cultural/historical phenomenon, and that there is a peculiarly modern way of experiencing time as a series of present moments each indefinitely leading to the next in an ordered way. Time as measured by the clock is the paradigmatic instance of this sense of time. In this perspective time is quantifiable and forward‐looking, and the present is dominated by the future. Hammer argues that this manner of experiencing time provides a way of living that brings with it not only the basis for great successes in technology, but also great costs—specifically, what he calls the problems of transience and of meaning. Hammer goes about his task by considering the ways some of the great modern philosophers have characterized present‐day temporality and have responded to the problems he has identified. Specifically, he considers what Kant, Hegel, Schopenhauer, Nietzsche, (early) Heidegger, Habermas, Bloch, and Adorno provide in response to our peculiarly modern predicaments. The book is remarkable for its clarity and perceptiveness, but in the process in crucial places it simplifies the matters at hand or fails to push its insights as far as it ought, and in the end promises more than it can deliver. In this it betrays a rationalist confidence in the power of reason that founders on what in many ways remains a mystery. 相似文献
27.
随着素质教育的实施,传统的教学模式也迫切需要改革。教师在课堂教学中寻找发展学生创新能力的有效途径及培养学生创新能力也成为时代的主旋律。 相似文献
28.
在美国学界关于当代中国"民族主义"研究中,部分学者依然延续着"冷战"思维范武。这种范式的主要特征是:思维预设上表现为强调东西方意识形态的对立;思维理路体现为从共产主义意识形态的角度考量中国"民族主义";在分析中国"民族主义"方法上采取单方面展示的策略。从本质上讲,"冷战"思维范式是西方中心思维范式的极端化,其思维根源是二元对立的思维方式。以"冷战"思维范式考量当代中国"民族主义"问题给中美公众带来了相互敌视的恶性循环,而"冷战"思维范式中也凸显了美国部分学者双重标准的悖论。 相似文献
29.
《Journal of Geography in Higher Education》2012,36(3):350-366
This study developed an interview-based critical spatial thinking oral test and used the test to investigate the effects of Geographic Information System (GIS) learning on three components of critical spatial thinking: evaluating data reliability, exercising spatial reasoning, and assessing problem-solving validity. Thirty-two students at a large state university completed pre- and post-tests administered during the 2010 fall semester. This study found positive relationships between GIS learning and critical spatial thinking. We argue that the improvement can be attributed to students' experiences in a GIS course. 相似文献
30.
《Journal of Geography in Higher Education》2012,36(2):260-274
This study investigated whether an Earth Systems-based course focused on raising postgraduate students' awareness of sustainability, from a systems-thinking perspective, would produce graduates with commitment to drive the sustainability agenda forward with a broad perspective. It investigated students' pre and post-course perceptions of sustainability using a pre- and post-course survey, and by analysing the students' reflective journal entries. The findings confirmed those of previous studies in that initially these students did have an enviro-centric view. The study showed that while the students' perceptions had indeed moved towards a broader view of sustainability, many still leaned towards an environmentally focused perspective. 相似文献