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首页> 外文期刊>Tijdschrift voor economische en sociale geografie >School Geography under COVID-19: Geographical Knowledge in the German Formal Education
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School Geography under COVID-19: Geographical Knowledge in the German Formal Education

机译：Covid-19下的学校地理学：德国正规教育的地理知识

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摘要

This paper aims to explore some of the changes affecting the teaching and learning of secondary geography as a result of the COVID-19 pandemic. In doing so, it sets a focus on geographical knowledge and its alteration in times of extraordinary measures to diagnose its challenges. Against the background of current debates on competence- and standard-based education from the sociology and history of education as well as from geography education, problem-centred interviews served to explore the perspectives of 15 German secondary school teachers on the alterations their Geography teaching suffered since the COVID-19 lockdown. Analytical categories were general challenges, communication with stakeholders, educational media usage, and the role of COVID-19 in geographical knowledge acquisition. The results uncovered, along with systemic challenges, two main areas in need of consideration to redefine subject-specific knowledge in times of competence-based education, namely geography teachers' professional identity and perspectives on the role of geographical competencies.
机译：本文旨在探讨影响次要地理教学和学习的一些变化，因为Covid-19大流行。在这样做时，它侧重于地理知识及其在非凡措施中的改变，以诊断其挑战。根据来自教育社会学和历史的能力和标准教育以及地理教育以及地理教育，以问题为中心的访谈来探讨德国中学教师的改变，以探讨其地理教学的变更的观点自Covid-19锁定以来。分析类别是一般的挑战，与利益相关者，教育媒体使用以及Covid-19在地理知识获取中的作用。结果未覆盖，随着系统挑战，有需要考虑的两个主要领域，以便在基于能力的教育中重新定义主题知识，即地理教师的专业身份和地理能力作用的观点。

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