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

该项目的目标涉及两个层面，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黑森州的地理课堂中。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人以及中国科学家制定了关于中国经济形势不同方面的专业资格和系统创新的教育安排。对这些教学基础进行评估和宣传。为了提高能力，实施课程的组成部分，本研究中的教材的开发相结合的乘数系统和参与教师的专业信念的转变。这与努力洞察以下第二层次的目标有关。因此，在实证伴随研究的框架内，从内隐取向的角度，对教师的习惯取向进行了研究。遵循惯习的概念，并采用重建的方法，其目的是巩固现有的方向，在这里处理的主题背景下，在地理教师类型学。借助类型学，可以对教师的典型取向及其随后在课程中实现类似主题的方法进行陈述。在此基础上，在为期数月的工作坊框架内，重构了参与教师取向转变的方式。本研究纵向考察了教师在地理学科中的复杂性取向是如何随着时间的推移而发生变化的。在此基础上，可以对这些科目在课堂上的不同适应以及不同的规划和授课策略的相关后果进行陈述。关于转变的见解，或者，由不同类型的教师重建的方向的持久性，作为适应措施和专业化的基础。毕竟，知识的优势距离和概念的应用为导向的观点在学校到研究的观点在高等教育方面的主题背景下，中国经济是高度相关的。分析这些距离可以得出有关学校广泛接受科学研究成果的要求的结论。

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.