区域性地学期刊网站群建设的思考

为了加强地学期刊资源的整合,实现地学期刊集群化和数字化,<中国地学期刊网>应运而生.它服务于我国地学期刊,倡导学术期刊OA化,通过构建学术期刊多元化发展平台,实现资源共享,最终目标是实现地学期刊携手打造共同的"区域性"的地学期刊平台,旨在建立一个本土的质量高、快速便捷、更加开放获取的新型学术期刊体系.     

高校地理专业《地球科学基础》课程研究

高校地理专业《地球科学基础》课程教学肩负着地理专业基础教育的重任。并以地质科学、大气科学和海洋科学三门地球科学分支为其基本构成。《地球科学基础》课程教学改革应坚持以自然地理教学为中心,在充分保留该课程基本教学内容的基础上,加强与地理专业其它课程之间的相互衔接．形成开放式的课程教学模式。构筑起自然地理专业基础教育平台,积极探索课程教学过程方式方法,如采取师生共同参手的方式(如投标博弈),为教学内容的改革提供参考。     

巴黎卢浮宫与北京故宫——中外世界文化遗产对比研究

卢浮宫博物院以其艺术收藏品而闻名于世,有40多万件收藏品是来自世界各国的艺术珍品。相比之下,故宫作为明清两朝的历史见证,其文化历史积淀也非常深厚。两地作为世界文化遗产保护,其研究与利用价值远远超过它们的存在。     

非国有博物馆实现中小学教育功能刍论

如何发挥非国有博物馆的教育功能,是一个值得研究的重要课题。文章结合柳州地区的实践,对非国有博物馆发挥中小学教育功能进行探索。要成立专业指导机构,建立工作平台;提升非国有博物馆教育能力;举办各种展览,发挥博物馆教育功能;打造馆校合作品牌,讲好博物馆故事。同时,还要着力解决实践中遇到的困难和问题。     

博物馆在旅游城市的形象定位

博物馆是旅游城市的文化窗口。博物馆定位于这一形象，可充分发挥其文化资源优势，在旅游业中具有不可替代的特殊作用；确立不以赢利为目的的形象定位，能在公众中扩大观众市场，给旅游业注入活力，带来效益。     

我国早期"图博合一"的图书馆

文章介绍了二十世纪初,在我国出现的“图博合一”的图书馆。这类图书馆既是公共图书馆,同时又兼为博物馆,一馆两用。在一定程度上填补了当时公立博物馆的空缺,从而发挥了双重的社会教育机构的作用。     

匈牙利自然历史博物馆的历史、设施和活动

匈牙利自然历史博物馆是世界上最早的自然历史博物馆之一,具有独特的传统并在社会中发挥着决定性的文化作用。馆内收藏有丰富的植物学、动物学、人类学、古生物学和地质学的藏品、原生型标本以及藏书,为世界各地研究人员的研究活动提供收藏品和设施。该馆每年举办的展览吸引观众约30万人次,组织近500场教育活动,受众达到了44000人。该馆意识到博物馆当前所面临的挑战与机遇,积极应对诸如气候变化、生物多样性危机、新发传染病、生物入侵等全球性问题,在探索与相关政府部门以及其他科学组织和机构合作方式过程中发挥主导作用。     

Who's next? Research predicts museum leadership gap

A brief commentary from the Museum Association of New York (MANY) on the unprecedented gap posed by baby-boomer retirement. Based, in part, on MANY's white paper, “Who's Next? Questioning the Future of Museum Leadership in New York State,” this essay deals with questions of succession, leadership and general differences in New York's museum community.     

Using inquiry-based instruction to encourage teachers' historical thinking at historic sites

This study explores the use of inquiry-based instruction for constructing historical understanding in historic site-based teacher professional development programs. In an historic site-based professional development workshop, fifteen teachers of grades 5 through 12 engaged in guided inquiry with documents drawn from said historic site. Participants showed significantly increased curiosity about the site and use of problem-solving strategies in interactions with the site and staff, but no improvement in other elements related to historical thinking at historic sites. Improvements correlated to neither length of teaching experience nor testing group characteristics, indicating broad applicability for improving historic site-based professional development programs.     

Stichwort: Lernen im Museum

This contribution sketches the museum landscape and investigates – from different perspectives – to what extent museums can be defined and studied as an informal learning location. We shall start with a look at the heterogeneity of museums, which is a consequence of the different collections, the characteristics of visitors and their motives for visiting, and the relatively young history of didactic methods used in museums. Does learning take place? Research on visitors, which looks at this question, typically reflects in its theories of learning the paradigm shift from behaviourism to cognitive and constructivistic concepts with a corresponding change of perspective regarding the subject of investigation: whilst first investigations looked at the characteristic of exhibits and made recommendations on this basis for improved didactics, more recent studies look at visitors’ theoretic constructs of these characteristics. This article argues for a link between both perspectives in order to achieve further theoretical and practical insights.