教育地理学若干问题的思考  

Several Suggestions on Study of Education Geography

作　　者：吕进锋[1,2] 曹能秀[3] LV Jin-feng;CAO Neng-xiu(Yunnan Normal University,Kunming 650500,China;Honghe University, Mengzi 661199,China;Yunnan Normal University,Kunming 650500,China)

机构地区：[1]云南师范大学旅游与地理科学学院,云南昆明650500 [2]红河学院教师教育学院,云南蒙自661199 [3]云南师范大学教育科学与管理学院,云南昆明650500

出　　处：《陕西学前师范学院学报》2018年第12期72-76,99,共6页Journal of Shaanxi Xueqian Normal University

摘　　要：教育地理学作为一门新兴学科,自20世纪50年代以来国外学者就进行了研究。20世纪90年代,教育地理学在我国也受到一些学者重视。随着《教育地理学》一书的出版,教育地理学作为一门学科在我国确立起来,学者在教育地理学的研究对象、学科性质和学科体系等方面进行了研究,但随后研究势头减弱,学科发展缓慢,存在研究对象尚不明确,学科性质争论不下,学科体系尚未形成,研究团队薄弱等诸多问题。与此同时,国外的教育地理研究已经发生了教育地理研究的"空间转向",并获得了较丰富的理论成果,值得借鉴。我国的教育地理学研究需要在理论研究、实践研究、方法论研究、科研团队建设和人才培养方面做出更进一步的努力。Education geography is a new discipline,which foreign scholars have studied since the 1950s.In the 1990s,education geography was also valued by some scholars in China.With the publication of the book“Education Geography”,education geography has been established as a discipline in our country.The research object,subject nature and discipline system of education geography have been studied,but then the research momentum is weakened.There are many problems that the discipline develops slowly,including that:there is no clear research object;it has long term argument of the nature of the subject;there has not set up the discipline system,and the research team is too weak and so on.At the same time,education geography study in foreign countries has taken the"Space Reorientation"and obtained abundant theoretical results.The study of education geography in China needs to make efforts in theoretical research,practical research,methodology research,research team construction and professional talents training.

关 键 词：教育地理学 研究对象 学科性质 学科体系 

分 类 号：K90[历史地理—人文地理学]