国外“教育地理学”处于学科初兴的范式积累与快速变革期,其蓬勃的学术创新活力在近二十年来受到越来越多的关注。首先,遵循历史与逻辑的统一,梳理国外“教育地理学”学术缘起。进而,运用CiteSpace 5.7.R1,对Web of Science核心合集中2...国外“教育地理学”处于学科初兴的范式积累与快速变革期,其蓬勃的学术创新活力在近二十年来受到越来越多的关注。首先,遵循历史与逻辑的统一,梳理国外“教育地理学”学术缘起。进而,运用CiteSpace 5.7.R1,对Web of Science核心合集中2000年至2020年“教育地理学”文献进行可视化分析,发现如下:地理学的“社会科学改造”将之引入社会科学并带动包括教育学在内的“空间转向”;“人本主义地理学”将“道德人”“文化人”与“情感人”置于研究视野,为其与教育学对话提供了理论准备。国外“教育地理学”处于“前范式”积累期,多种“前范式”并存,研究主题及问题域不断拓宽,形成“学科发展”“尺度”和“当代教育景观”三大研究类群;“学绅化”“公民教育”与“批判教育地理学”将成为未来持续性的研究热点;学科性质不是简单的交叉学科,而是跨文化、跨地域和跨学科的开放研究领域。综合以上发现,对我国教育地理学建设的启示为:探寻如政治地理、伦理地理等古代空间学说,厘清中国教育地理学的学术根基;超越学科视角,将“教育地理学”作为开放的“社会理论”进行建设;立足中国社会转型现实,聚焦“教育新常态”,在研究“中国经验”中发展中国“教育地理学”。展开更多
Over the last decade, remote sensing technologies have provided useful tools for a diverse range of sectors. G-STEP （GMES--space technology exchange partnership） is the University of Leicester＇s flagship project fo...Over the last decade, remote sensing technologies have provided useful tools for a diverse range of sectors. G-STEP （GMES--space technology exchange partnership） is the University of Leicester＇s flagship project for innovation, training and education in GMES （global monitoring for environment and security） and GIS （geographical information systems） based technologies. G-STEP （part funded by the ERDF） is the first GMES accelerator initiative in the UK and is breaking new ground in the application of GMES and GIS. The core G-STEP team initiates and develops Knowledge Exchange Practices between the University and Life Long Learning partners in the East Midlands Region, through training packages and collaborative research projects. The programme integrates innovative research, to direct downstream applied training, supported by analytical processing of attendee assessment data. Collated information derived from these sources presents a unique opportunity to incorporate a statistically viable feedback cycle, making G-STEP the interface between pure and applied research, thus initiating downstream dissemination to groups and small business. In this paper, we outline the GMES and GIS training packages, and the route to market to increase uptake of underused data streams via university and regional entrepreneurs （start-ups） and established small business with a core interest in utilisation and dissemination of novel technologies in sustainable lifelong learning.展开更多
文摘国外“教育地理学”处于学科初兴的范式积累与快速变革期,其蓬勃的学术创新活力在近二十年来受到越来越多的关注。首先,遵循历史与逻辑的统一,梳理国外“教育地理学”学术缘起。进而,运用CiteSpace 5.7.R1,对Web of Science核心合集中2000年至2020年“教育地理学”文献进行可视化分析,发现如下:地理学的“社会科学改造”将之引入社会科学并带动包括教育学在内的“空间转向”;“人本主义地理学”将“道德人”“文化人”与“情感人”置于研究视野,为其与教育学对话提供了理论准备。国外“教育地理学”处于“前范式”积累期,多种“前范式”并存,研究主题及问题域不断拓宽,形成“学科发展”“尺度”和“当代教育景观”三大研究类群;“学绅化”“公民教育”与“批判教育地理学”将成为未来持续性的研究热点;学科性质不是简单的交叉学科,而是跨文化、跨地域和跨学科的开放研究领域。综合以上发现,对我国教育地理学建设的启示为:探寻如政治地理、伦理地理等古代空间学说,厘清中国教育地理学的学术根基;超越学科视角,将“教育地理学”作为开放的“社会理论”进行建设;立足中国社会转型现实,聚焦“教育新常态”,在研究“中国经验”中发展中国“教育地理学”。
文摘Over the last decade, remote sensing technologies have provided useful tools for a diverse range of sectors. G-STEP （GMES--space technology exchange partnership） is the University of Leicester＇s flagship project for innovation, training and education in GMES （global monitoring for environment and security） and GIS （geographical information systems） based technologies. G-STEP （part funded by the ERDF） is the first GMES accelerator initiative in the UK and is breaking new ground in the application of GMES and GIS. The core G-STEP team initiates and develops Knowledge Exchange Practices between the University and Life Long Learning partners in the East Midlands Region, through training packages and collaborative research projects. The programme integrates innovative research, to direct downstream applied training, supported by analytical processing of attendee assessment data. Collated information derived from these sources presents a unique opportunity to incorporate a statistically viable feedback cycle, making G-STEP the interface between pure and applied research, thus initiating downstream dissemination to groups and small business. In this paper, we outline the GMES and GIS training packages, and the route to market to increase uptake of underused data streams via university and regional entrepreneurs （start-ups） and established small business with a core interest in utilisation and dissemination of novel technologies in sustainable lifelong learning.
