Incorporating “virtual” and “real world” field trips into introductory geography modules

The “field trip” is a key pedagogical tool within geographical education to encourage deep learning, though they are increasingly difficult to implement due to reduced budgets, safety concerns and increasing class sizes. We incorporated three field-learning activities into a large introductory module. A traditional staff-led trip was the most effective activity in terms of enjoyment, knowledge, and deep thinking and awareness. Self-paced field activities and video podcasts had less pedagogical value, though can still support lectures and the staff-led field trip. An integrated approach will best maximize deep learning opportunities.     

浅谈我国少数民族传统体育运动会的发展

我国少数民族传统体育内容丰富,形式多样,反映出我国各少数民族文化的丰富内涵。在新时期,随着市场经济的发展,民族传统体育呈现出新的特点。只有顺应社会发展需求,不断改革传统体育存在的不适宜社会发展的内容,我国的少数民族传统体育运动会才能呈现出勃勃生机。     

DIGITALIZING HISTORICAL CONSCIOUSNESS

What is a “historical” video game, let alone a successful one? It is difficult to answer this question because all our definitions of history have been constructed in a linear‐narrative cultural context that is currently being challenged and in large part displaced by digital media, especially video games. I therefore consider this question from the point of view of historical semantics and in relation to the impact of digital technology on all aspects of the historiographical operation, from the establishment of digital archives, to the production of e‐texts, to the digital remediation of visual modes of historical representation. Seen from this dual perspective, video games appear to participate in a process of spatialization and virtualization of historical semantics. In the first place, video games have begun to detach the notion of history from its double reference to the past and to the real—“what essentially happened”—that it had acquired at the end of the eighteenth century. Second, they also challenge the semiotic production of “historic events” that has characterized the construction of modern historical consciousness. Historical video games, in other words, replace representation with simulation and presence with virtuality, thereby marginalizing the oscillation of the modern historical imagination between historical facts and historic events, transcendence and immanence, representation and presence. Although digital reworkings of historical semantics have not produced any grammatical transformation of the signifier, history—nor does this essay propose one—I do argue that the impact of video games on our contemporary historic(al) culture is of paradigmatic proportions similar to those described by Reinhart Koselleck for the dawn of the modern age. Focusing on one of the most successful contemporary video games, Sid Meier's Civilization, I show how the remediation of cinematic genres by video games is pushing the processes of de‐temporalization and de‐referentialization of history toward the formation of a new notion of the historical that may be conceptualized as the inversion of the classic Aristotelian paradigm: history has replaced poetry and philosophy as the realm of the possible.     

网络游戏旅游开发模型设计初探

网络经济时代,随着地理区位的弱化,传统地理学面临着如何在网络经济领域找到切入点的问题。本文以\"天龙游\"推出为契机,探讨网络游戏旅游这种新的旅游形式,以此作为地理学的切入点和传统旅游产业的创新点之一。由于网络游戏是一种特殊的旅游资源,不能同于传统资源的开发方式,所以本文尝试设计了一个新的开发模型-螺旋模型,并重点阐述了该模型的应用流程。     

我国旅行社业挂靠经营现象的市场监管博弈分析

我国旅行社行业的挂靠经营现象屡禁不止,成为危害旅行社经营环境和损害旅游者合法权益的一大顽症。本文从博弈论的角度出发,建立起挂靠经营现象博弈模型和挂靠经营监管博弈模型,并运用这些模型对旅行社和挂靠者在挂靠经营合作中的策略选择、政府部门与旅行社及其合作伙伴的期望收益、旅游市场监管效果等进行了深入的分析,并在此基础上提出了政策建议。     

清末留日学生与地方督抚间的政治博弈——以留日陆军士官生为中心

甲午战争之后以张之洞为代表的地方督抚将强兵与教育当作富国图强的第一要务。基于人才匮乏,选择向日本派遣留学生,试图借助日本的教育资源作为解决瓶颈的捷径;事与愿违的是留日学生迅速觉醒,他们种种"反叛"行径使督抚们的名誉声望和辖区统治受到严重挑战。为此,张之洞等采用加强行政管理、严格选送学生、强化政治思想监控、参与制定留学生的考核办法和恩威并重等策略与留日学生展开政治博弈,但是,学生们的革命思想日渐成熟,在满、汉矛盾加剧的政治环境下,在辛亥革命前夕,这场政治博弈胜负已经底定。     

Video annotation software application for thorough collaborative assessment of and feedback on microteaching lessons in geography education

This article discusses the process and findings of a study in which video annotation (VideoANT) and a learning management system (LMS) were implemented together in the microteaching lessons of fourth-year geography student teachers. The aim was to ensure adequate assessment of and feedback for each student, since these aspects are, in general, a shortcoming of micro-lesson facilitation. VideoANT is an online environment synchronizing web-based video application with timeline-based text annotations, and it was imported into and managed in the university's LMS called eFundi. The web videos of the geography students' micro-lessons on VideoANT were made accessible by the lecturer according to a rotational time schedule managed in eFundi. This enabled students to assess fellow students' micro-lessons in a collaborative blended learning environment and to receive feedback on their own lessons. Qualitative as well as quantitative data were collected, and the results indicate that geography student teachers held positive views of these technology applications for geography microteaching in particular and for their teaching training in general.