“三重互动”:教育地理学学科知识的生成逻辑  

“Triple Interaction”:The Generation Logic of the Subject Knowledge of Educational Geography

作　　者：李增华 伊继东[2] Li Zenghua;Yi Jidong(Faculty of Geography,Yunnan Normal University,Kunming 650031,Yunnan,China;Faculty of Education,Yunnan Normal University,Kunming 650092,Yunnan,China)

机构地区：[1]云南师范大学地理学部,云南昆明650031 [2]云南师范大学教育学部,云南昆明650092

出　　处：《学术探索》2022年第6期147-156,共10页Academic Exploration

摘　　要：基于知识交互视角,运用系统分析和演绎逻辑的基本方法,从“人-地互动”“教-地互动”“教育-环境互动”三个维度系统分析了教育地理学科知识的生成逻辑,多维揭示教育地理学科知识内容。通过分析发现,“人-地互动”是教育地理学学科知识生成的逻辑起点,“教育-环境互动”是教育地理学学科知识生成的逻辑终点,“教-地互动”是教育地理学学科知识生成的逻辑中介。Based on the perspective of knowledge interaction and using the basic methods of systematic analysis and deductive logic, this paper makes a systematic analysis of the generation logic of the subject knowledge of educational geography from the three dimensions of “human-earth interaction”, “teaching-earth interaction” and “education-environment interaction”, and reveals the knowledge content of educational geography in a multi-dimensional way. It is found that “man-earth interaction” is the logical starting point, “education-environment interaction” is the logical end point, and “teaching-earth interaction” is the logical intermediary of the subject knowledge generation of educational geography.

关 键 词：教育地理学 “人-地互动” “教-地互动” “教育-环境互动” 生成逻辑 

分 类 号：G40-052.4[文化科学—教育学原理]