La cohesión salida de campo y geografía como recurso educativo

Javier Sánchez Angosto
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Abstract

We are standing on the threshold of the fifth industrial revolution where we find the greatest educational resources for education, but the most beneficial resource for pupils and at the same time less used is the field trip, where the pupil is related to the schooltangible space, what we lived. The realization of a well structured and organized field trip can be considered as its maximum expression for the teaching of Geography, since this is considered as the interrelation of all the elements that make up the space (landscape, morphology, population, climatology, sectors, economy, perception, spatial planning) with History and Art, as well as with other disciplines. The approach of students to the real world connecting the contents taught in the classroom with the natural environment is positioned as an educational opportunity within the learningsignificant change, as well as of great relevance to the future of students as responsible members of current and future society.
外联凝聚力和地理作为教育资源
我们正站在第五次工业革命的门槛上,在那里我们找到了最有利于教育的教育资源,但对学生最有益的资源,同时使用较少的是实地考察,在实地考察中,学生与学校有形的空间,我们的生活有关。结构良好、组织有序的实地考察可以被视为地理教学的最大表现,因为这被视为构成空间的所有元素(景观、形态、人口、气候学、部门、经济、感知、空间规划)与历史和艺术以及其他学科的相互关系。将课堂教学内容与自然环境联系起来的学生进入现实世界的方法被定位为学习中的一个教育机会——重大变化,并与学生作为当前和未来社会负责任成员的未来息息相关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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