地理研究
Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/194
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Item 地理美學的延伸與推廣：以通識教育課程「地理學通論」之心智圖系列操作應用為初探(地理學系, 2017-05-??) 蔡怡玟; Yi-Wen Tsai地理美學（geographical aesthetics）乃屬於一種人居處於大地或空間間的凝視、回眸和有關於主、客體間回繞等感受性等的問題，同時其進一步而言，亦是一種人居處於大地之中，對其所「見」、所「看」有「置身」於世的想像與其可能存有之樣態。因此，本文嘗試以環境－心理來關照這地理學門中所主要探究之人與地之互動層面和關係。於此，筆者將以在大學通識教育中心所開設之「地理學通論」課程中之環境觀察—心智圖（mental map）之系列作業操作，來探求這地理美學的可能。而在課堂操作中，我們發現：如此課程操作實是可以引導同學從自身之五感知覺出發並亦觸及其對於地方／空間之思考和其本質探問。再者，本初探亦是嘗試將地理學的學習融入美感教育，同時並亦使得學科之學習可以更具備博、雅、美之精髓和實踐。此外，在國內地理學門的教學過程中亦甚少將美感教育融入其學科教育之精神和本質中，因此在此一系列課程操作我們發現若是將此一對於大地直觀指涉的美感經驗來嫁接地理教育和環境教育，應是可以更培養學生具備對環境觀察之敏銳度和更具關懷周遭環境的觀察力與探究之能力。Item 日本地理教育中的災害整備(地理學系, 2014-11-??) 井田仁康; Yoshiyasu IDA日本地理教育包括國中的社會領域及高中地理課均強調災害整備教育，尤其是在2011 年東日本大地震災害後，日本更加注重災害整備教育，課程內容著重如何判讀災害地圖及製作災害整備圖。當學生遇到重大災難時，他們必需根據地圖及知識去進行判斷、決策及行動，以保護他們自己並幫助其他人們。這些能力必須在中學地理教育中學會，日本地理課程即試圖去提升這些能力。另一方面，有一些災區並未完全復原，部份學生在學習上也遭遇困難，因為他們經歷過海嘯、房舍傾倒、淹水流失及悲慘記憶等，以致於腦海中時常顯現受創場景，在學校中很難教導他們災害這件事。Item The Continuity of Geography Learning Contents in Japan(地理學系, 2013-11-??) Yoshiyasu IdaIn Japan, geography is taught in Social Studies in elementary and junior high school, and in Geography and History which is subject name in senior high school. World history has been the required course while geography has not. As a result, less than half of senior high school students learn geography now and many students only learn it in elementary and junior high school. While the learning contents have been still focused on life area in elementary school, they have been focused on “Geography of Japan and the world” in junior high school since the National Curruculum in 2009. On the other hand, some people believe geography should be the require course in senior high school because geography learning is not enough now. Some schools already set geography as the required course experimentally and the MEXT (Ministry of Education, Culture, Sports, Science and Technology) pays attention to the effect. In addition, the integrated education for elementary and junior high schools, and the one for junior high and senior high schools have increased in Japan. Though the impacts of this new trend are not clear now, there is a possibility that the opportunities to learn geography may be expanded because such schools have more time to teach the subjects. Moreover, the curriculum will be reconstructed according to geographical points of view and inquiry, not learning areas. It is expected that they will be more theme-centered in senior high school so that students can cultivate the geographical perspectives and thinking ability, and conduct field research more often than before.Item Changing Perspectives of Geographical Education in Singapore: Staying Responsive and Relevant(地理學系, 2013-11-??) Geok-Chin Ivy TanInvestment in education has always been a key national strategy to ensure Singapore's economic competitiveness and growth. Before the turn of the century, in 1997, a major educational reform with the official vision of Thinking Schools, Learning Nation (TSLN) was introduced by the then Prime Minister at the 7th International Conference on Thinking. The aims of Thinking Schools, Learning Nation were to develop critical and creative thinking, instil lifelong learning passion, and promote nationalistic commitment in the young. To support the TSLN vision several initiatives were implemented to promote thinking skills, National Education, and information technology in schools.Sequentially, to enable schools to implement these new initiatives another thrust called Teach Less, Learn More (TLLM) was introduced by the Ministry of Education. This paradoxical phrase is a call to teachers to be less dependent on the use of rote learning and to move away from teaching for tests and examinations. Instead, they are to engage their students with more studentcentered pedagogies to prepare them for the challenges of the 21st century. The focus of Teach Less, Learn More was on the transformation of teaching pedagogies in order to promote more active learning on the part of the learners. To support all these new thrusts and initiatives, the curriculum review committee boldly recommended a content reduction in all subjects thereby freeing up more curriculum time for more studentcentered pedagogies in the classrooms.Against this background, geographical education in Singapore has undergone critical transformations to be responsive and relevant to the needs of the changing educational scene inSingapore since the turn of the century. This paper will critically discuss the changes in terms of geographical content, pedagogy and assessments and also highlight the challenges in geographical education in Singapore as a result of these changes.