|
|
|
| ON THE TEACHING REFORM OF HUMAN GEOGRAPHY IN INSTITUTIONS OF HIGHER EDUCATION |
| LU Lin, LIN Shan-jin, WANG Li |
| Department of Geography, Anhui Normal University, Wuhu 241000, China |
|
|
|
|
Abstract On the analysis of human geography courses in seven institutions of higher education, which are Eastern China Normal University, Beijing Normal University, Nanjing University, Fujian Normal University, Zhejiang University and Anhui Normal University, we may find that human geography course group has won its deserved position after about 10 years' development, especially after the adjustment of specialized subjects in the late 1990. And simultaneously, such human geography courses as Urban Geography, Population Geography, Geography of Tourism, Politics Geography and Culture Geography are offered by various means in these institutions.But in general, the time proportion of human geography course in the total lecture time of Geography specialty still need enlarging. Besides, the courses need to be offered much earlier so that students can have a better understanding of the nature of uniform geography. Among human geography course group in Geography institutions of higher education, Human Geography courses mainly deal with theoretical human geography.The nature of Human Geography, which lays its teaching emphasis on the exposition of basic theory and methods, decides its dominant role among all courses. Thereafter, textbooks of different courses should be outlined according to their unique natures and teaching key points. Accordingly, textbooks of different periods have different features in our country. With the course-offering system in Geography specialty becoming more and more rational, textbooks of Human Geography should undoubtedly be designed in accordance with the nature and function of the course. And the teaching contents of the course should also be distinguished clearly from the later courses of human geography. Therefore, the author holds that it's most necessary at present to choose some typical and representative domains for fieldwork teaching. So students can have a deeper understanding of the nature of human geography and realize its applied function and enhance their interests.
|
|
Received: 12 November 2002
|
|
|
|
|
|
|
2003, Vol. 18 
