1. How did geography pedagogy come into being?
Geography is a very old science that originated from primitive society, and it is an important knowledge of human society's production and life. If human beings want to survive, they must have written records in order to survive without the environment. To create and communicate, we should understand the living environment, investigate the surrounding geographical things and phenomena, and distinguish different places. Through this expanding activity, human beings have accumulated geographical knowledge, and at the same time, in order to make this gradually accumulated geographical knowledge pass on from generation to generation, geographical education came into being.
In primitive times, due to low productivity and lack of geographical knowledge, this phenomenon of geographical education was extremely vague, often accompanied by myths and even superstitions. After people entered the slave society, the social division of labor, the development of productive forces, the formation of figures and frequent exchanges greatly promoted the development of geography education. During this period, not only a large number of geography books such as Shan Hai Jing, China Yugong and Egyptian Geography appeared, but also school education was gradually formed, and geography knowledge began to become a part of school education.
Private schools are the official school system and teaching materials of China feudal society, including documents from Gong Yu and other places. In medieval church colleges in western Europe, there were courses similar to business geography. However, at this time, the independent form of geography education has not yet formed. For example, the geographical knowledge of feudal society in China was often combined with classics, history and Yi-ology, while in Europe, geography was combined with teaching contents such as commerce, colonization and navigation. In the late feudal society of China, some developed business districts along the Mediterranean began to form capitalist production. /kloc-in the 6th century, western Europe began to enter the capitalist era. With the continuous development and expansion of trade, maritime industry, market competition and plunder of raw materials, the requirements for geography and geography education are getting higher and higher, and school geography education came into being.
Second, the emergence of geography pedagogy is inevitable.
As far as science is concerned, due to the continuous expansion of the scope of disciplines and the increasing amount of knowledge, disciplines are becoming more and more detailed, and the general trend of scientific development is to divide disciplines. However, at the same time of scientific differentiation, there has been a new trend to promote the overall development of science, and a series of interdisciplinary subjects have emerged. This is only the intersection of natural science and social science, but it quickly developed into a breakthrough of natural science and social science, forming the intersection of the two disciplines, which greatly promoted the development of the whole science such as educational engineering, educational structure and educational economics.
label
The establishment of geography pedagogy conforms to the trend of scientific development, and it is a new interdisciplinary subject that geography and pedagogy cross-permeate. Judging from its connotation, although geography pedagogy inherits and contains the whole geography teaching method, its integrity, comprehensiveness and theory are incomparable. Geography teaching is the inevitable product of the development of geography education. This is a discipline, its appearance is different from geography teaching method, and it has been sublimated into a basic course and backbone subject more suitable for geography in normal universities.