Author(s):Haiyan Liu

Doi: 10.7508/aiem.04.2024.304.308

This is an open access article distributed under the Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

This study centers on the “Spatial Analysis and Modeling” course in colleges and universities. Currently, this course faces several issues. The teaching mode is monotonous, relying mainly on textbooks and PPTs, which is dull and incomplete. Excessive dependence on multimedia leads to compressed class hours and hinders the establishment of a scientific system. Students lack an exploratory spirit, and there is limited interaction between teachers and students. This makes it difficult for them to adapt to the “Internet + big data era”, and the cultivation of innovation and teamwork abilities is overlooked. To address these problems, the “research project-oriented” approach is introduced. It combines courses with industry-related topics and assigns tasks to students rationally. Four core projects are designed for students to conduct activities in groups under the guidance of teachers. This approach enhances the pertinence of teaching, improves students’ abilities and literacy, lays a foundation for their future development, elevates teachers’ professional level, and helps students adapt to professional positions, providing a new avenue for the cultivation of geography professionals.

KEYWORDS:
Spatial Analysis, Modeling, Geography, Teaching Reform, Research Projects