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Journal of Geodesy and Geoinformation Science ›› 2022, Vol. 5 ›› Issue (3): 67-77.doi: 10.11947/j.JGGS.2022.0308

• Special Issue • Previous Articles     Next Articles

The Dialectical Relationship between “Changing” and “Unchanging” in GIS Practice Teaching in the Social Transition Period

Huihui FENG1,2(),Wei WANG1,2,Bin ZOU1,2()   

  1. 1. School of Geosciences and Info-Physics, Central South University, Changsha 410083, China
    2. Key Laboratory of Metallogenic Prediction of Nonferrous Metals and Geological Environment Monitoring of Chinese Ministry of Education, Changsha 410083, China
  • Received:2022-01-15 Accepted:2022-08-25 Online:2022-09-20 Published:2022-11-17
  • Contact: Bin ZOU E-mail:hhfeng@csu.edu.cn;210010@csu.edu.cn
  • About author:Huihui FENG, E-mail: hhfeng@csu.edu.cn
  • Supported by:
    Teaching Reform Project of Central South University(2022jy001-2);Higher Education Teaching Reform Project of Hunan Province(HNJG-2022-0025)

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Abstract:

New requirements have been proposed for GIS practice teaching in colleges and universities in response to the developmental changes of national and industrial sectors during the social transition. Meanwhile, the underlying core characteristics of GIS should remain unchanged in GIS teaching to ensure they serve as the inherent attributes distinguishing GIS from other disciplines. Therefore, the clarification of the dialectical relationship between “changing” and “unchanging” in GIS practice teaching becomes the primary issue to address in relevant teaching reform. To address this issue, the present study systematically analyzes the structural contradictions in GIS practice teaching in the social transition period, and then closely examines the dialectical relationship between “changing” and “unchanging” from the key aspects of educational philosophy, teaching content, teaching methodology, and teaching assessment. Next, using the course of “GIS Practice Design” at the Central South University as an example, the present study describes this university’s reform and inheritance in GIS practice teaching, aiming to provide reference for GIS practice teaching in other universities or majors.

Key words: social transition; GIS Practice Design; practice teaching; student-centered; Central South University