高职院校开展环境教育的现状及对策分析——以晋城职业技术学院为例

高职院校开展环境教育是我国实施可持续发展战略的需要。本文分析了晋城职业技术学院环境教育的现状以及开展环境教育的重要性,提出了在教学中渗透环境教育、在实践中感悟环境教育、在共同努力中完善环境教育的对策。     

港、澳地区的学校环境教育状况及今后的设想

当前,在学校教育中环境教育日益受到重视.环境教育旨在让学生认识环境、在环境中学习、关心环境.香港的《学校环境教育指引》确定了学校环境教育的目标,学校的正规课程和非正规课程均在环境教育中扮演重要角色.澳门教育司成人署积极组织各种环境教育活动,澳门教师对推行学校环境教育的目标和方向表示同意.进一步推动环境教育,应该强化持续发展的概念,在课程与教学上处理好地方环境教育与国情环境教育的关系,加强港澳地区与国内外同行的交流.     

浅谈化学教育中的环境教育

阐述了在化学教学中渗透环境教育内容的重要性,指出了初中化学教材中环境教育的内容,提出了环境教育的教育目标.     

师范院校环境教育的探索与实践

环境教育是教育事业发展的一个新领域,师范院校肩负着环境教育的重任.对师范生进行环境教育是面向未来搞好全民族环境教育的有效途径.在环境教育的探索中,我们提出、实践了"课堂中学习、活动中强化,社会中实践"的教育模式.     

在小学科学教学中如何开展环境与可持续发展教育

理解了环境与可持续发展的内涵,把握了环境与可持续发展教育的发展方向,就可以在小学科学课程中发现许多进行环境与可持续发展教育的契机并落实于教学中,从而切实有效地在小学科学教育中渗透环境与可持续发展教育的目标。     

高中地理教学中环境教育的渗透及其整合

在地理教学中渗透环境教育是环境教育的重要途径。本文提出了几种在高中地理教学中渗透环境教育的方法和途径,以期实现地理教学与环境教育的整合。     

二战后瑞典环境教育的架构及启示

早在20世纪早期,瑞典就在学校中开展了环境教育,二战后其环境教育引起世人关注,并取得了令世人瞩目的成就。至今,瑞典已经积累了相当丰富的环境教育经验,形成了包括环境教育目标、环境教育内容、环境教育形式、环境教育支持系统的完整的环境教育体系。瑞典的环境教育体系启发我国应致力于建立政府、民间、学校"三位一体"的动态环境教育模式,明确环境教育目标、内容并建立相应的评价体系,筹划环境教育在职教师培训制度。     

面向可持续发展:法国中小学环境教育的政策与实践探析

面向可持续发展的环境教育是法国中小学教育的重要组成部分。1977年以来,法国中小学环境教育经历了起始、发展与普及阶段,截至目前,已经形成较为完整的环境教育体系,并成为法国可持续发展战略的重要环节。为了普及环境教育,法国政府出台了一系列环境教育战略,将环境教育纳入政策法规,规定环境教育的目标、内容,同时对较好地施行环境教育的中小学进行认证。法国中小学环境教育的实践模式将环境教育渗入现行课程中,并结合校内与校外的环境活动进行环境教育。虽然法国中小学环境教育在教育模式的结构改善以及可持续发展的内容整合方面有待提升,但依然在提高青少年的环境素养、培养合格的未来公民中起到了重要作用。     

环境教育与中学化学教育

论述了中学化学教育中渗透环境教育的重要性,从实例说明了在中学化学教育中怎样实施环境教育.     

环境教育在小学语文教育中的渗透

随着我国经济的快速发展,由于发展模式的问题,出现了很多不协调的因素,特别是环境破坏比较严重,这就需要在小学语文教育教学中高度重视环境教育的渗透,这样能够更好地培养小学生的环境意识。本文对小学语言教育中如何渗透环境教育进行了探讨,首先对环境教育在小学语文教育中的重要性进行了简要的分析,在此基础上就如何将环境教育渗透到小学语文教育,提升小学语文教育的整体水平,提出了一些有针对性的教育策略。     

滴定分析化学实验绿色化教学的探讨

分析当前环境污染的现状,强调在大学化学实验中培养学生绿色化学观的必要性。根据绿色化学的理念,探讨如何在滴定分析化学实验教学改进中培养大学生绿色化学观,以增强学生的环保意识。     

Student Perceptions of Industrial Chemistry Classroom Learning Environments

This article describes a study conducted in Israel which focused on how learning industrial chemistry case studies affects students' perceptions of their classroom learning environment and their interest in chemistry studies. The goal of the study was to determine the effects of industrial case studies on students' perceptions of chemistry in general, and industrial chemistry in particular. Information on students' perceptions was gathered from a learning environment inventory specifically developed for this study. It was observed that industrial chemistry case studies helped in providing students with a relevant picture of chemistry in general and their chemistry studies in particular. It was also found that teachers who had attended an intensive training workshop were the most successful in presenting the relevance of chemistry in the case studies. These teachers also were more successful in raising students' awareness of the social implications of chemistry studies. Furthermore, their students had a better awareness of the contribution made by chemistry studies to their preparation as future citizens and for a possible career in chemistry. These findings have important implications for any decisions about whether to make industrial chemistry case studies obligatory for students who major in chemistry. There are further implications regarding the content and learning strategies to be used for the professional development of science teachers in general and chemistry teachers in particular. This revised version was published online in July 2006 with corrections to the Cover Date.     

绿色化学教育在大学化学教育中的作用

在大学化学教育中进行绿色化学教育可以提高大学生的化学素养和环境保护意识,增强社会责任感,从而推动大学化学素质教育的发展。     

大学化学专业应加强绿色化学教育

本就如何把绿色化学教育渗透到大学化学专业基础化学及其实验教学过程中，使绿色化学教育与基础化学及其实验教学有机结合，以增强学生环境污染防止意识，提出了自己的看法。     

绿色化学教育在有机化学教学中的应用

列举了有机化学教学中大量绿色化学教育实例,指出在有机化学教学中渗透绿色化学教育的必要性和可行性.通过渗透,可拓宽学生知识面,增强环保意识,并正确认识科学技术与人类社会发展的辨证关系.     

加强化学教学中的环境保护教育

化学与环境问题密切相关,日益严重的环境污染,彰显环保教育的重要性和必要性。在化学教学中,进行环保教育是每一位化学教育工作者的责任,应结合教学内容渗透环保教育,通过化学实验加强环保教育,结合生产、生活实际开展环保教育,使学生从理论到实践多层次、多方位地接受环保教育,增强环保意识。     

绿色有机化学实验的探索和实践

针对有机化学实验对环境污染问题,介绍了绿色化学的涵义和实现有机化学实验绿色化而实施的具体改革和管理措施,从根本上防止了污染,改善了环境,提高了教育和教学质量。     

有机化学实验的"绿色化"实践

有机化学实验中的绿色教学,是以环境问题和专业知识为载体,通过重组实验内容、实验微量化、以及改善实验教学环境等手段,开创绿色化学实验教学新前景。     

Connected Chemistry—Incorporating Interactive Simulations into the Chemistry Classroom

The aim of this paper is to describe a novel modeling and simulation package, connected chemistry, and assess its impact on students' understanding of chemistry. Connected chemistry was implemented inside the NetLogo modeling environment. Its design goal is to present a variety of chemistry concepts from the perspective of emergent phenomena—that is, how macro-level patterns in chemistry result from the interactions of many molecules on a submicro-level. The connected chemistry modeling environment provides students with the opportunity to observe and explore these interactions in a simulated environment that enables them to develop a deeper understanding of chemistry concepts and processes in both the classroom and laboratory. Here, we present the conceptual foundations of instruction using connected chemistry and the results of a small study that explored its potential benefits. A three-part, 90-min interview was administered to six undergraduate science majors regarding the concept of chemical equilibrium. Several commonly reported misconceptions about chemical equilibrium arose during the interview. Prior to their interaction with connected chemistry, students relied on memorized facts to explain chemical equilibrium and rigid procedures to solve chemical equilibrium problems. Using connected chemistry students employed problem-solving techniques characterized by stronger attempts at conceptual understanding and logical reasoning.     

Modelling between epistemological beliefs and constructivist learning environment

The purpose of this study was to model the relationship between pre-service chemistry teachers’ epistemological beliefs and their preference to use constructivist-learning environment in their future class. The sample was 125 pre-service chemistry teachers from five universities in Turkey. Two instruments were used in this study. One of the instruments was constructivist-learning environment scale developed by Taylor, Fraser and Fisher. The other instrument was Epistemological Questionnaire (EQ) developed by Schommer. In order to analyse data, Structural Equation Modelling was conducted by using LISREL 8.7. The results provided evidence for the good fit of the hypothesised model. Pre-service chemistry teachers’ epistemological belief scores were found to be correlated to their constructivist-learning environment scale scores with the value of .35. This study revealed that pre-service chemistry teachers with sophisticated epistemological beliefs favoured constructivist-learning environment in their future class.