地理学中的概念英文版.pptVIP

Geography concepts:What, why and how? Liz Taylor University of Cambridge A more recent example… Ecosystems Elements in an ecosystem (biotic, abiotic, food chains and webs) Rainforest ecosystems Desert ecosystems Mediterranean ecosystems An even more recent example… Geography of crime Defining and categorising crime Crime in the local area Mapping crime (GIS) Preventing crime What’s the big idea? Key concepts can be used in planning to give focus, to aid selection of content, to organise. A detailed knowledge of content is important But which concepts should we use to organise it? Different people, different purposes, different lists… Which concepts? Concepts are classifiers – tools for making sense of the world Which are most powerful for constructing school geography around (in this time and place)? Key concepts in the 2008 NC place space scale interdependence physical and human processes environmental interaction and sustainable development cultural understanding and diversity Place, space, time central The proof of the pudding… … is in whether thinking about these ideas helps us to plan geographically rigorous, engaging and challenging sequences of learning… …so how can this happen? Enquiry sequence… short, focussed sequence of lessons a good enquiry question (pith rigour) driven by a particular big concept outcome activity which answers the question and is integral to the sequence Constructing a good question is vital! A question the pupils will want to answer (pith) A question which will encourage careful and challenging thinking about a geographical topic (rigour) Do these have pith rigour? What are the human and physical factors which have affected coastal erosion in the Dunwich area over the past 50 years? Olympics in China: good or bad? Should people be allowed to destroy the Amazon rainforest? It’s not easy, but it is important! Some work in progress… How far has my mobile travelled? (interaction/globalisation) Glastonbury: environmenta