內容簡介
【教育界人士強力推薦】
李裕光（台灣國際蒙特梭利小學副校長）
李家同（清華大學教授）
鄭婉琪（之道學習創辦人）
周鄭州（全人實驗高級中學）
林光義（慧燈中學創辦人）
李崇建（暢銷書《沒有圍牆的學校》作者）
彭菊仙（親子教養書作家）
劉旭欽（全國教師會）
謝國清（全國家長團體聯盟前理事長）
李秀貞（各級學校家長協會理事長）
張榮輝（中小學校長協會榮譽理事長）
呂理政（國立歷史博物館館長）
葉建良（台南圖書館館長）
花梅真（明德國小老師）
連瑞琦（河堤國小老師）
黃學仁（彭福國小老師）
顏如禎（日新國小老師）
何素琴（信義國小老師）
【台灣唯一，經典英語學習版】
跟著美國最會說故事的校長爺爺，一起擴充你的英語字彙！
全美中小學生指定讀物，西方家庭必備經典
50位教育人士、讀者一致推薦，國中小學生必讀「跨領域」、「知識性」讀物
★入選「影響中國孩子一生的十大圖書」
★連續兩年入選中國教育部推薦「小學生基礎閱讀書目」
★「中小學生優良課外讀物推介評選活動」獲選書籍
★香港誠品童書類暢銷榜TOP10
◎台灣唯一，經典英語學習版，讓你從故事中擴充重要的英文字彙。
◎全球超過10,000,000人讀過的世界地理，遍及美國、韓國、日本、中國
◎獲選美國中小學最佳讀物
◎1924年首印後，不斷再版，至今仍然是美國卡爾維特學校的明星課程
讓擅長將知識化做篇篇動人故事的校長爺爺，
以孩子的視角、旅行者的眼光講述世界地理，瞬間拉近地圖與孩子的距離；
本書更新增：
各大洲小檔案，簡單查閱世界五大洲的重要地理概念；
國家小檔案，輕鬆了解不可或缺的世界各國知識；
重點複習，整合統整各個國家的重點學習觀念；
動動腦，想想看，讓孩子檢查是否真正了解地理訊息！
一本書，結合地理知識的快樂旅行，讓孩子從旅行的角度，
輕鬆愉快的了解世界地理，嚴肅的地理也瞬間變成可愛有趣的事情了！
世界這麼大，地球上有好多個國家，要記住這麼多世界知識，是不是覺得很難呢？
其實，地理也可以學得簡單又有趣！
你知道，只要伸出左手，就可以輕鬆理解墨西哥灣旁邊的地理概念嗎？
你知道，只要把歐洲地圖轉半圈，就可以看見一個愛踢足球的老奶奶嗎？
你知道，冰島雖然叫「冰」島，上面卻有許多火山與溫泉嗎？
你知道，「阿根廷」是銀子之都的意思，但當地的銀礦資源卻很少？
《給中小學生的世界地理》帶你一起旅行五大洲、七大洋，
讓地理不再枯燥無味、讓知識變成可愛的故事！
讓學習地理就像旅行，輕鬆、愉快、豐富、完整！
【本書特色】
1. 美國知名校長爺爺帶你快樂學英語
本書作者為美國知名的校長爺爺，運用對孩子來說簡單、有趣的英文用詞描述對世界各地的所見所聞。用經典作品學習英語，加強孩子的英語字彙、學習生活實用用語。
2. 西方家庭必備經典書
本書運用簡單、易懂的地理分類，讓大人也能從書中發現自己所不知的地理知識。當孩子有學習上的問題與困難時，家長也可以利用這本書，解答孩子的疑惑。
3. 以孩子能否理解為書寫標準
作者寫這套書時，將重點放在：知識講述要符合孩子的認知方式，並通過它讓孩子建立地理的印象。所以在書中，作者並不著重在我們認為「重要」的地理知識，如：氣候、 貿易、工業等。這種與眾不同的思維，讓這套書變得更生動有趣。
4. 以孩子的視角進行描述
作者運用可愛、有趣的方式，並且用孩子能理解的話語與生活概念，結合地理知識，讓孩子快樂閱讀的同時，也能輕鬆，卻深度的了解地理知識。圖像性的思考模式，拉近孩 子與地理學習間的距離。
5. 結合地理知識和快樂旅行
作者從北美洲出發，沿著南美洲、歐洲、亞洲、非洲、大洋洲的順序，最後再回到出發地。這趟環遊世界的過程中，他一邊遊玩一邊以說話的方式，將山川河流、風景特色， 都描述的趣味橫生，彷彿讓人身歷其境，構成了一本有趣的地理讀物。
得獎與推薦
★美國外交部鼎力推薦，美國中小學生的最佳讀物
★入選「影響中國孩子一生的十大圖書」
★連續兩年入選中國教育部推薦「小學生基礎閱讀書目」
★「中小學生優良課外讀物推介評選活動」獲選書籍
★香港誠品童書類暢銷榜TOP10
本書特色
‧簡單、具故事性的文章，了解世界的同時，學習重要的英語運用。
‧運用簡單、有趣的口吻，讓孩子在輕鬆閱讀的同時，增進地理知識。
‧就像親切的爺爺在講古，每一個地理故事都彷彿身歷其境，加深孩子的學習印象。
‧聽故事就能秒懂全世界，讓枯燥無味的課程都能靈活運用在生活知識上。
【前言】INTRODUCTION
(If you are under fifteen years, eight months and three days old DON’T READ THIS)
This book is for the child who:
thinks heaven is in the sky and
hell is under the ground;
has never heard of London or Paris and
thinks a Dane is a kind of dog.
It is to give a traveler’s view of the World—but not a commercial traveler’s view.
It is to show the child what is beyond the horizon, from “Kalamazoo to Timbuktu.”
It is to show him not only “the Seven Wonders of the World” but the seventy times Seven Wonders of the World.
When-I-was-a-boy in New England we had for Thanksgiving six kinds of pie: apple, peach, cranberry, custard, mince, and pumpkin, but I was allowed to have only two kinds and I never could make a satisfactory choice. I have had the same difficulty in selecting geographical places and subjects to tell about. There are too many “most important” places in the World to be included in this first survey, and there will inevitably be those readers who will wonder why certain countries and certain places have been omitted, especially the place where the reader may live.
To me, as a child, geography was a bugbear of repellent names—Climate and Commerce, Manufactures and Industries, and PRODUCTS, PRODUCTS, PRODUCTS. It seemed that the chief products of every place in the World were corn, wheat, barley, rye; or rye, barley, wheat, corn; or barley, corn, rye, wheat. In my geography modern Greece had but a paragraph—because, I suppose, it did not produce wheat, corn, barley, rye. Geography was a “stomach” geography; the “head” and “heart” were left out.
I loved the geography pictures and maps but hated the text. Except for an occasional descriptive or narrative paragraph the text was wholly unreadable—a confused jumble of headings and sub-headings and sub-sub-headings: HOME WORK, NOTES, MAP STUDIES, Suggestions to Teachers, HELPS, Directions, Questions, REVIEWS, PROBLEMS, Exercises, Recitations, LESSONS, PICTURE STUDIES, etc., etc., etc.
The World was an orange when I went to school, and there were only three things I can remember that I ever learned “for sure”—that the Dutch children wore wooden shoes, the Eskimos lived in snow houses, and the Chinese ate with chopsticks.
We had a question and answer catechism which we learned as we did the multiplication tables. The teacher read from her book:
Q. “What is the condition of the people of the United States?” and a thirteen-year-old boy in the next seat answered glibly: A. “They are poor and ignorant and live in miserable huts.” At which astounding statement the teacher unemotionally remarked, “No, that’s the answer to the next question, ‘What is the condition of the Eskimos?’ ”
When my turn came to teach geography to beginners nine years of age, I found the available textbooks either too commercial and industrial, on the one hand, or too puerile and inconsequential, on the other. Statistics and abstractions were entirely beyond the ken of the child of nine, and random stories of children in other countries had little value as geography.
As I had been a traveler for many years, had visited most of the countries of the Globe, and in actual mileage had been five times the distance around the World, I thought I would write a geography myself. Vain conceit! A class would listen with considerable attention to my extemporaneous travel talks, so I had a stenographer take down these talks verbatim. But when I read these notes of the same talk to another class, then it was that I discovered a book may be good—until it is written. So I’ve had to try, try again and again, for children’s reactions can never be forecast. Neither can one tell without trial what children will or will not understand. Preconceived notions of what words they should or should not know are worthless: “Stupendous and appalling” presented no difficulties whatever but much simpler words were misunderstood.
I had been reading to a class from an excellent travel book for children. The author said, “W
李裕光（台灣國際蒙特梭利小學副校長）
李家同（清華大學教授）
鄭婉琪（之道學習創辦人）
周鄭州（全人實驗高級中學）
林光義（慧燈中學創辦人）
李崇建（暢銷書《沒有圍牆的學校》作者）
彭菊仙（親子教養書作家）
劉旭欽（全國教師會）
謝國清（全國家長團體聯盟前理事長）
李秀貞（各級學校家長協會理事長）
張榮輝（中小學校長協會榮譽理事長）
呂理政（國立歷史博物館館長）
葉建良（台南圖書館館長）
花梅真（明德國小老師）
連瑞琦（河堤國小老師）
黃學仁（彭福國小老師）
顏如禎（日新國小老師）
何素琴（信義國小老師）
【台灣唯一，經典英語學習版】
跟著美國最會說故事的校長爺爺，一起擴充你的英語字彙！
全美中小學生指定讀物，西方家庭必備經典
50位教育人士、讀者一致推薦，國中小學生必讀「跨領域」、「知識性」讀物
★入選「影響中國孩子一生的十大圖書」
★連續兩年入選中國教育部推薦「小學生基礎閱讀書目」
★「中小學生優良課外讀物推介評選活動」獲選書籍
★香港誠品童書類暢銷榜TOP10
◎台灣唯一，經典英語學習版，讓你從故事中擴充重要的英文字彙。
◎全球超過10,000,000人讀過的世界地理，遍及美國、韓國、日本、中國
◎獲選美國中小學最佳讀物
◎1924年首印後，不斷再版，至今仍然是美國卡爾維特學校的明星課程
讓擅長將知識化做篇篇動人故事的校長爺爺，
以孩子的視角、旅行者的眼光講述世界地理，瞬間拉近地圖與孩子的距離；
本書更新增：
各大洲小檔案，簡單查閱世界五大洲的重要地理概念；
國家小檔案，輕鬆了解不可或缺的世界各國知識；
重點複習，整合統整各個國家的重點學習觀念；
動動腦，想想看，讓孩子檢查是否真正了解地理訊息！
一本書，結合地理知識的快樂旅行，讓孩子從旅行的角度，
輕鬆愉快的了解世界地理，嚴肅的地理也瞬間變成可愛有趣的事情了！
世界這麼大，地球上有好多個國家，要記住這麼多世界知識，是不是覺得很難呢？
其實，地理也可以學得簡單又有趣！
你知道，只要伸出左手，就可以輕鬆理解墨西哥灣旁邊的地理概念嗎？
你知道，只要把歐洲地圖轉半圈，就可以看見一個愛踢足球的老奶奶嗎？
你知道，冰島雖然叫「冰」島，上面卻有許多火山與溫泉嗎？
你知道，「阿根廷」是銀子之都的意思，但當地的銀礦資源卻很少？
《給中小學生的世界地理》帶你一起旅行五大洲、七大洋，
讓地理不再枯燥無味、讓知識變成可愛的故事！
讓學習地理就像旅行，輕鬆、愉快、豐富、完整！
【本書特色】
1. 美國知名校長爺爺帶你快樂學英語
本書作者為美國知名的校長爺爺，運用對孩子來說簡單、有趣的英文用詞描述對世界各地的所見所聞。用經典作品學習英語，加強孩子的英語字彙、學習生活實用用語。
2. 西方家庭必備經典書
本書運用簡單、易懂的地理分類，讓大人也能從書中發現自己所不知的地理知識。當孩子有學習上的問題與困難時，家長也可以利用這本書，解答孩子的疑惑。
3. 以孩子能否理解為書寫標準
作者寫這套書時，將重點放在：知識講述要符合孩子的認知方式，並通過它讓孩子建立地理的印象。所以在書中，作者並不著重在我們認為「重要」的地理知識，如：氣候、 貿易、工業等。這種與眾不同的思維，讓這套書變得更生動有趣。
4. 以孩子的視角進行描述
作者運用可愛、有趣的方式，並且用孩子能理解的話語與生活概念，結合地理知識，讓孩子快樂閱讀的同時，也能輕鬆，卻深度的了解地理知識。圖像性的思考模式，拉近孩 子與地理學習間的距離。
5. 結合地理知識和快樂旅行
作者從北美洲出發，沿著南美洲、歐洲、亞洲、非洲、大洋洲的順序，最後再回到出發地。這趟環遊世界的過程中，他一邊遊玩一邊以說話的方式，將山川河流、風景特色， 都描述的趣味橫生，彷彿讓人身歷其境，構成了一本有趣的地理讀物。
得獎與推薦
★美國外交部鼎力推薦，美國中小學生的最佳讀物
★入選「影響中國孩子一生的十大圖書」
★連續兩年入選中國教育部推薦「小學生基礎閱讀書目」
★「中小學生優良課外讀物推介評選活動」獲選書籍
★香港誠品童書類暢銷榜TOP10
本書特色
‧簡單、具故事性的文章，了解世界的同時，學習重要的英語運用。
‧運用簡單、有趣的口吻，讓孩子在輕鬆閱讀的同時，增進地理知識。
‧就像親切的爺爺在講古，每一個地理故事都彷彿身歷其境，加深孩子的學習印象。
‧聽故事就能秒懂全世界，讓枯燥無味的課程都能靈活運用在生活知識上。
【前言】INTRODUCTION
(If you are under fifteen years, eight months and three days old DON’T READ THIS)
This book is for the child who:
thinks heaven is in the sky and
hell is under the ground;
has never heard of London or Paris and
thinks a Dane is a kind of dog.
It is to give a traveler’s view of the World—but not a commercial traveler’s view.
It is to show the child what is beyond the horizon, from “Kalamazoo to Timbuktu.”
It is to show him not only “the Seven Wonders of the World” but the seventy times Seven Wonders of the World.
When-I-was-a-boy in New England we had for Thanksgiving six kinds of pie: apple, peach, cranberry, custard, mince, and pumpkin, but I was allowed to have only two kinds and I never could make a satisfactory choice. I have had the same difficulty in selecting geographical places and subjects to tell about. There are too many “most important” places in the World to be included in this first survey, and there will inevitably be those readers who will wonder why certain countries and certain places have been omitted, especially the place where the reader may live.
To me, as a child, geography was a bugbear of repellent names—Climate and Commerce, Manufactures and Industries, and PRODUCTS, PRODUCTS, PRODUCTS. It seemed that the chief products of every place in the World were corn, wheat, barley, rye; or rye, barley, wheat, corn; or barley, corn, rye, wheat. In my geography modern Greece had but a paragraph—because, I suppose, it did not produce wheat, corn, barley, rye. Geography was a “stomach” geography; the “head” and “heart” were left out.
I loved the geography pictures and maps but hated the text. Except for an occasional descriptive or narrative paragraph the text was wholly unreadable—a confused jumble of headings and sub-headings and sub-sub-headings: HOME WORK, NOTES, MAP STUDIES, Suggestions to Teachers, HELPS, Directions, Questions, REVIEWS, PROBLEMS, Exercises, Recitations, LESSONS, PICTURE STUDIES, etc., etc., etc.
The World was an orange when I went to school, and there were only three things I can remember that I ever learned “for sure”—that the Dutch children wore wooden shoes, the Eskimos lived in snow houses, and the Chinese ate with chopsticks.
We had a question and answer catechism which we learned as we did the multiplication tables. The teacher read from her book:
Q. “What is the condition of the people of the United States?” and a thirteen-year-old boy in the next seat answered glibly: A. “They are poor and ignorant and live in miserable huts.” At which astounding statement the teacher unemotionally remarked, “No, that’s the answer to the next question, ‘What is the condition of the Eskimos?’ ”
When my turn came to teach geography to beginners nine years of age, I found the available textbooks either too commercial and industrial, on the one hand, or too puerile and inconsequential, on the other. Statistics and abstractions were entirely beyond the ken of the child of nine, and random stories of children in other countries had little value as geography.
As I had been a traveler for many years, had visited most of the countries of the Globe, and in actual mileage had been five times the distance around the World, I thought I would write a geography myself. Vain conceit! A class would listen with considerable attention to my extemporaneous travel talks, so I had a stenographer take down these talks verbatim. But when I read these notes of the same talk to another class, then it was that I discovered a book may be good—until it is written. So I’ve had to try, try again and again, for children’s reactions can never be forecast. Neither can one tell without trial what children will or will not understand. Preconceived notions of what words they should or should not know are worthless: “Stupendous and appalling” presented no difficulties whatever but much simpler words were misunderstood.
I had been reading to a class from an excellent travel book for children. The author said, “W