Construction of the Theory Curriculum Geography is a science that deals with the description, distribution and interaction of the diverse physical, biological and cultural features of the earth’s surface. It is an integrated science in which a number of elements work together as a whole. Therefore, the construction of a geography curriculum should not only be concerned about its individual branches. It is more important to pay attention to the impacts of the complex relationships among the disciplines. For biodiversity education, the School of Geography professional courses include Botanic Geography and Ecology for the teaching of basic knowledge; and Analysis Technologies for Experiment of Physical Geography which places emphasis on the analysis technologies used in identifying plant species. In other courses, biodiversity is seen as a main element in the geographical environment. Discussions are focused on the relationship with other elements such as climate, soil, etc. Table 1 presents a list of main biodiversity-related courses that BNU offers. It also shows the corresponding instructors, course type, and teaching time. These courses are offered for undergraduate students in their second and third year, as well as for graduate students in their first year. Botanic Geography and Analysis Technologies for Experiment of Physical Geography are compulsory courses which students have to finish in a particular period of time under a certain standard. The rest of the courses are selective. This means that students may decide which and when to study depending on their interests. Most courses will last one Table 1. Biodiversity-related courses. Course Instructor Type* Time Botanic Geography Qiu Yang C 51H, 17W Analysis Technologies for Experiment of Gao Xiaofei C 24H, 8W Physical Geography Ecology Qiu Yang S 34H, 17W Physical Geography Qiu Weili S 51H, 17W Advanced Physical Geography Zhang Wenbo S 51H, 17W Evaluation Technologies of the Regional Wang Jingai; Natural Conditions Qiu Yuejie *Note: C is Compulsory Curriculum; S is Selective Curriculum. S 51H, 17W ENCOURAGING PARTNERSHIP BETWEEN BUSINESS AND COMMUNITIES FOR BIODIVERSITY 107 term at least for 17 weeks at three hours every week. Botanic Geography is offered in the second term in Grade 2, after the student has learned Geology and Geomorphology, Weather and Climate and other basic content, and has acquired a certain understanding of physical geography environment. Soil Geography is offered during the same term so that students can easily understand the geographic occurrence from the biotic and abiotic perspectives. Ecology is offered to students who are interested to have a deeper understanding of biodiversity. Field Work for Active Learning and Self-teaching Field work is a bridge between classroom teaching and non-classroom learning. Apart from preparing students for lifelong learning, it is also an effective teaching method to generate enthusiasm among students. Besides offering a traditional wild environment for field work, the school also established an Internet platform to improve the efficiency of field work. The School of Geography’s field work system includes three steps: pre-internship, field trip, and post-evaluation and experience sharing. Figure 2. Three steps in a field work system.
In Celebration of His Majesty the King of Thailand’s 84th Birthday Anniversary
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