Transferring current research findings concerning the economic development of China to the Geography classroom

项目目标涉及两个层面，即研究和开发。首先，该项目旨在将经济地理学开展的DFG项目的研究见解整合到海森的地理课堂上，作为开始。在共生教师研讨会的框架内，教师、教育行政部门的代表、经济地理和地理主题教育的申请者以及中国科学家就中国经济状况的不同方面制定了具有专业资格和系统创新的教育安排。对这些教与学的基础进行评估和传播。为了提高实施课程内容的能力，本研究范围内的教材开发与乘数系统和参与教师职业信念的转变相结合。这与努力洞察以下第二层次的目标有关。因此，在经验相伴研究的框架下，在内隐取向的意义上，教师的习惯性取向是被关注的。遵循习惯性的概念，通过采用重建的方法，目的是在地理教师类型的类型学中，根据这里讨论的主题背景，巩固现有的取向。在类型学的帮助下，有可能就教师的典型取向以及他们随后在课堂上实现相似主题的方法发表声明。在此基础上，重构了历时数月的研修班框架内参与教师定向转变的方式。纵向考察了教师将复杂性作为地理学科的一个组成部分，特别是在中国经济背景下，随着时间的推移，教师的取向是如何发生变化的。在此基础上，可以就这些科目在课堂上的不同适应以及不同的课程规划和实施策略的相关后果发表声明。关于转变的见解，或者是不同类型教师重建的取向的持久性，是适应措施和专业化的基础。毕竟，与中国经济的主题背景相关的知识和学校中以应用为导向的观点的主导距离，到高等教育中的研究视角，都是高度相关的。通过分析这些距离，可以得出关于学校广泛接受科学研究成果所需条件的结论。

The project objectives concern two levels, research and development. Firstly, the project aims to integrate research insights of DFG-projects carried out by economic geography to geography classrooms in Hessen, as a start. Within the frame of symbiotic teacher workshops, teachers, representatives of the educational administration, and applicants from economic geography and geographical subject-matter education as well as Chinese scientists develop professionally qualified and methodically innovative educational arrangements concerning different aspects of China’s economic situation. These foundations for teaching and learning are evaluated and disseminated. In order to increase the capacities to implement the lesson components, the development of teaching material within this study is combined with a multiplicator system and the transformation of professional beliefs of participating teachers. This is related to the striven for insights of the following second level of objectives. Accordingly, within the framework of empirical concomitant research and in the sense of implicit orientations, the teachers’ habitual orientations are focused upon. Following the concept of habitus and by employing reconstructive approaches, the aim is to consolidate the existing orientations, based on the topical context dealt with here, within a typology of geography teacher types. With the aid of the typology, it is possible to make statements concerning typical orientations of teachers and their subsequent approaches to realising similar subjects within their lessons. Based on this, the manner of transformation of the participating teachers’ orientations within the frame of a workshop lasting several months are reconstructed. It is examined longitudinally how the teachers‘ orientations regarding complexity as an integral aspect of geographic subject matter in general and within the context of Chinese economy in particular typically change in the course of time. Based on this, statements can be made regarding the associated consequences for a different adaptation of these subjects in the classroom and different strategies of planning and conducting of lessons. The insights concerning the transformation or, alternatively, the persistence of orientations that have been reconstructed by different types of teachers serve as a basis for adaptive measures and professionalisation. After all, dominant distances of knowledge and conceptions of an application-oriented perspective in school up to research perspectives in higher education with regard to the topical context of Chinese economy are highly relevant. Analysing these distances makes it possible to draw conclusions about requirements to a broad reception of the findings of scientific research at school.