主管单位:中国科学技术协会
主办单位:中国地理学会
承办单位:华东师范大学

世界地理研究 ›› 2026, Vol. 35 ›› Issue (6): 192-204.DOI: 10.3969/j.issn.1004-9479.2026.06.20240629

• 学科进展 • 上一篇    

计量地理学中的前沿方法与本科《计量地理学》教材的改革

姜磊()   

  1. 广州大学地理科学与遥感学院/华南人文地理与城市发展中心,广州 510006
  • 收稿日期:2024-08-01 修回日期:2024-12-31 出版日期:2026-06-15 发布日期:2026-06-26
  • 作者简介:姜磊(1983—),男,副教授,博士,研究方向为空间数据分析、应用空间计量建模等,E-mail:jianglei@gzhu.edu.cn
  • 基金资助:
    国家自然科学基金重点项目(42430515);广东省哲学社会科学规划项目(GD25CYJ07);广东乡村地域系统野外科学观测研究站项目(2021B1212050026)

Cutting-edge methods in quantitative geography and reform of the undergraduate "quantitative geography" textbooks

Lei JIANG()   

  1. School of Geography and Remote Sensing/Center for Human Geography and Urban Development, Guangzhou University, Guangzhou 510006, China
  • Received:2024-08-01 Revised:2024-12-31 Online:2026-06-15 Published:2026-06-26

摘要:

计量地理学是地理学中的一门方法论学科,在培养学生定量分析和解决实际地理问题的能力方面发挥着重要作用。本文对当下地理学期刊常用的前沿方法和计量地理学教材内容进行分析及比较,揭示了两者之间的差异,并分析了造成脱节现象的原因。对比研究发现,教材更新滞后以及教学与研究脱节是主要原因。在整理前沿方法的基础之上,本文对比了计量地理学教材与计量经济学教材在回归分析方法等方面的差异,特别是计量地理学中忽视的高斯-马尔可夫定理,以及相应的各种计量检验,导致在实证研究中出现错误或者不正确应用的现象,最后提出了教材和教学改革的建议,包括引入前沿的计量经济模型、空间分析方法,多学科联合编写教材,适当扩充课时量,采用案例教学法,多种教学软件联合使用,以及采用多样化的考核方式。通过教材与教学改革,可以弥合计量地理学教材与研究之间的差距,同时还可以培养适应地理学研究新趋势的高素质人才,促进地理学科的整体发展。

关键词: 计量地理学, 教材, 地理科学研究, 前沿方法, 教学改革

Abstract:

Quantitative geography is a methodological discipline that plays a crucial role in developing students' abilities to quantitatively analyze and solve practical geographical problems. This paper systematically evaluates and compares commonly used cutting-edge methods in current geographical journals with the content of quantitative geography textbooks, revealing differences between the two and analyzing the reasons for the disconnection. The comparative study finds that outdated textbooks and the disconnection between teaching and research are the main reasons. The paper also compares differences in regression analysis methods between quantitative geography and econometrics textbooks, notably emphasizing the importance of the Gauss-Markov theorem and associated econometric tests. The omission of the concept in the quantitative geography textbooks leads to the incorrect application of these econometric tests in empirical studies. Finally, the paper offers suggestions for textbook and teaching reforms. These suggestions include introducing cutting-edge econometric models, and spatial analysis methods, collaboratively developing interdisciplinary quantitative geography textbooks, increasing class hours, implementing case-based teaching strategies, integrating various teaching software, and adopting diverse assessment methods. Through textbook and teaching reforms, the gap between quantitative geography textbooks and research can be bridged, which helps cultivate high-quality talents adapted to new trends in geographical research, and promote the overall development of the geography discipline.

Key words: quantitative geography, textbook, geographical science research, cutting-edge methods, teaching reform