《Exploring New Methods for Teaching and Learning Human Geography》
叶超 著
Springer
2024年7月
ISBN：9789819749614
作者简介
教育部青年长江学者、国际关系与公共事务学院公共行政系教授，博士生导师
主要研究方向包括城市治理、行政地理、地理学思想教学等。担任《地理科学》《热带地理》副主编、《Science Bulletin》和《科学通报》特邀编委。在《Science Bulletin》《Habitat International》《地理学报》《读书》等发表论文百余篇，人大复印资料转载17篇。著有《体国经野：中国城乡关系发展的理论与历史》（《Urbanization and Production of Space: A Multi-scalar Empirical Study Based on China's Cases》《社会正义与城市》（译著）等。论著入选国家“三个一百”原创工程，获教育部高等学校科学研究优秀成果奖三等奖、上海市第十三届哲学社会科学优秀成果二等奖、上海市决策咨询成果奖二等奖、第十三届全国青年地理科技奖等。
内容提要
本书提出了“我们都是创造者”的新教学理念，创新了地理教育的模式和方法。作者在十多年课堂教学基础上，结合微信、博客等新媒体工具，将学科的思想与现实案例联系起来，通过诗歌教学、情感教学、对联游戏、关键词和博客教学等创新教学的方法论，使学生从被动的知识接受者转变为主动的学习者，乃至创造者。本书所开创的新教学思想与方法可供地理、管理、教育等领域的学者、研究人员和实践者作为参考。
图书目录
1 We Are All Makers: The Method of Keyword Selection in Teaching and Learning Human Geography
1.1 Introduction
1.1.1 The Course and Method of Keyword Selection
1.1.2 Preparations for Keyword Selection
1.1.3 Playing the Keyword Selection Game
1.2 Feedback from Three Students
1.3 Conclusion and Discussion
References
2 Three Golden Principles in Geography Teaching: Valuing Theories, Matching Cases, and Reflecting on Self
2.1 Introduction
2.2 Three Golden Principles of Geographic Theory Teaching and Learning
2.2.1 Valuing Theory: The Foundation of Theory Teaching and Learning
2.2.2 Matching Cases: A Path to Externalize an Abstraction
2.2.3 Reflecting on Self: The Core of Geographic Theory Teaching and Learning
2.3 Teaching Practice and Student Feedback
2.3.1 Course Description and Preparations for Teaching Experiment
2.3.2 Study Participants
2.3.3 Learning Under the Three Golden Principles
2.4 Conclusion and Discussion
References
3 Anytime, Anyspace and Anyone: A Blog-Based Model for Teaching Geography
3.1 Introduction
3.2 Extending the Classroom with Blogs: A Diamond Model
3.3 Teaching Effect Analysis Based on Blog Posts Categories
3.4 Teaching Effect Analysis Based on Class Time Line
3.5 Connecting Blogs with Geography
3.6 Conclusions
References
4 Teaching Human Geography Using a Couplet Game
4.1 Introduction
4.2 The Use of Couplet Games as a Teaching Method
4.3 A Case Study
4.4 Discussion and Conclusions
References
5 A WeChat-Based Application Used to Facilitate Geography Teaching
5.1 Introduction
5.2 Methodology
5.2.1 Sustainable Teaching Framework
5.2.2 Data and Methods
5.3 Findings
5.3.1 Students’ Assessment of Classroom Teaching
5.3.2 Student Performance in the WeChat Group
5.3.3 Students’ Experiences and Suggestions on WeChat-Based Teaching
5.3.4 “Classroom + WeChat” Teaching Needs Structured Integration
5.4 Discussion and Conclusion
References
6 Fresh Thing for Freshman: Exploring a Blended Method on Teaching the History of Geographic Thought
6.1 Introduction
6.2 Comparisons Among Teaching Methods
6.3 Text Teaching: A Brief History of Geography as a Case
6.4 Effects of Teaching and Responses from Students
6.5 Conclusions
References
7 Names and Their Meanings: Teaching Cultural Geography with a Poem
7.1 Introduction
7.2 Literature, Poetry and Geography Teaching
7.3 Preparing to Read
7.4 Beginning to Read: Changing Status of Migrant Workers
7.5 Writing About the Poem
7.6 Discussion and Conclusion
Appendix
References
8 Speaking Your Feelings in the Moment: Teaching Geographic Thought with Emotion
8.1 Introduction
8.2 The Role of Emotions in Teaching
8.3 The Process of Teaching with Emotion
8.3.1 Textbook and Preparation
8.3.2 Presentation and Group Discussion
8.3.3 Teacher’s Summary
8.3.4 Reflective Piece
8.4 Changing Feelings-Feedback from Four Students
8.5 Discussion
8.6 Conclusion
References
