The Minnesota World Regional Geography Course Project

麦卡莱斯特学院地理系将于1987年7月6日至7月24日举办第三届地理教师学院。该研究所将邀请30-35名地理和社会研究（K-12年级）教师参加为期三周的密集讲习班。来自同一地区的一组小学教师和一组中学教师将被优先录取。参与者将获得8个学期的研究生学分。教师将接受一系列广泛的地理主题和概念的指导，旨在加强明尼苏达州的地理教育。授课将由两名麦卡莱斯特地理学家提供，并由课堂主讲教师、受邀的专业地理学家和应用专家组成。所有教师将制作六个教学模块，设计用于课堂使用，并包括在研究所介绍的材料的突出方面。此外，他们将被要求在1987-88学年期间在其家乡地区举办两次关于新材料的在职讲习班。暑期研修课程的第一周将强调当地地理、地图和绘图技巧、航空照片的使用和计算机应用。第二周将讨论区域的概念。在第三周，关注全球模式和进程。概念和技能的发展都将被强调。将进行若干次当地实地考察，向教师介绍如何在他们自己的领域使用当地资源，并教授有效的观察和提问技巧。此外，还安排了一些参观博物馆和图书馆的活动。教师需要参加四个全天的后续课程，分别安排在下一学年的9月、11月、2月和4月。在这些课程中，教师们会对新材料进行复习，并分享他们使用作为学院一部分开发的模块的课堂经验信息。

The Geography Department at Macalester College will host its third geography teachers' institute from July 6 to July 24, 1987. The institute will host 30-35 teachers of geography and social studies (grades K-12) in an intensive three-week workshop. Preference in admission will be given to teams of teachers--one elementary and one secondary--from the same district. Participants will earn eight semester-hour graduate-level credits. The teachers will receive instruction in a wide array of geographical themes and concepts aimed at enhancing geography education in Minnesota. Instruction will be provided by two Macalester geographers and augmented by a staff of classroom master teachers and invited professional geographers and applications specialists. All teachers will produce six modules of instruction designed for classroom use and including salient aspects of the materials introduced in the institute. In addition, they will be required to give two in-service workshops in their home districts on the new materials during the 1987-88 school year. The first week of the summer institute will emphasize local geography, map and graphic skills, use of air photos, and computer application. The second week will deal with the concept of the region. In the third week, attention is drawn to global patterns and processes. Both concept and skill development will be emphasized. A number of local field trips will be taken to introduce teachers to ways of using local resources in their own areas and to teach effective observational and questioning techniques. In addition, a number of visits to museums and libraries are scheduled. The teachers are required to attend four full-day follow-up sessions scheduled for September, November, February and April of the following academic year. During these sessions, new materials is reviewed and the teachers share information about their classroom experiences using the modules developed as part of the institute.