Abstract:

In an era marked by rapid globalization and societal transformation, geography emerges as a pivotal discipline uniquely attuned to the significance of place. The integration of place-based geography education serves as a crucial conduit between geographic development and disciplinary consolidation, empowering students to engage meaningfully with contemporary global challenges. By fostering dialogue on pertinent societal issues, forging symbiotic school-community relationships, and nurturing a civic ethos among learners, place-based geography education fosters a profound sense of identity and belonging, thereby advancing social equity and the pursuit of sustainable development objectives. An examination of international scholarship on place-based geography education reveals a predominant focus on English-speaking nations in the global north, 2003-2023. This literature predominantly centers on thematic areas within the geographical domain such as earth sciences, ecology, environmental studies, and artistic representations of landscapes. Notably, efforts to advance place-based geography education entail interdisciplinary curriculum development, thereby advocating for the integration of geographical principles into diverse academic domains. Nevertheless, the successful implementation of place-based geography education necessitates rigorous curriculum design and teacher preparedness, alongside a concerted effort to delineate clear learning trajectories. Moreover, it underscores the imperative for enhanced collaboration between academic researchers and educational practitioners to propel scholarly inquiry and pedagogical innovation in geography education.

Key words: place-based education, place-based geography education, place, sense of place

摘要：

在日益变化和全球化程度加剧的世界中，在地化地理教育可以弥合地理学发展与地理学科的“边缘地”，有利于学生参与解决全球社会面临的重大议题的讨论；建立学校和社区之间的互信关系；培养学习者作为地方公民的责任感、认同感和归属感，促进社会正义与可持续发展目标的达成。通过对2003—2023年国际在地化地理教育研究文献的分析发现，当前绝大多数在地化地理教育研究来自“全球北方”英语国家，不仅仅基于地球科学、生态与环境和环境艺术等地理学科的主题模块开展，推动了地理学科参与跨学科课程的开发与实践。然而，在地化地理教育的课程设计与实施对地理教师提出较高要求，难以建立明确的学习进阶机制，亟须加强地理学术研究群体与教育实践者的共同协作。

关键词: 在地化教育, 在地化地理教育, 地方, 地方感