恢复生态学研究现状与发展趋势

文章概述了恢复生态学的概念和研究内容,对国内外恢复生态学的研究现状进行了综述,并在此基础上,对未来恢复生态的发展趋势和前景进行了展望。     

恢复生态学教学改革初探

时代的发展,人类的生存和发展正被日益严重的生态问题所困扰,生态恢复和重建是人类社会可持续发展所面临的迫切需要解决的重大问题.因此,恢复生态学具有非常广阔的研究和应用范围,在高校教学过程中,恢复生态学是一门很重要的理论基础课.文章在恢复生态学的教学方法、教学内容以及考评方法等方面做出了初步研究.     

恢复生态学教学方法探讨

本文对恢复生态学的定义、基本内容、研究简史及发展动向作了简要介绍。并从激发学生学习兴趣、改善教学方法和手段、提高教师水平、理论联系实际等方面进行研究与讨论,以提高恢复生态学的教学效果。     

环境危机与伦理重建

人类赖以生存的外界自然环境问题是当下迫在眉睫的全球性问题,透过这个直观显在的危机,层层深入,不难发现,其根源是人类自身人性危机的折射.     

《恢复生态学》的教学改革与思考

恢复生态学是生态学本科专业的基础专业课程,在本科教学体系中非常重要。结合该课程特点,本文从如何优化课程体系、丰富教学内容、多样化教学手段与方法、提高师资队伍水平等视角对如何提高恢复生态学教学质量、开展恢复生态学的教学改革提出了思考。     

社会生态学的环境哲学理念及其启示

社会生态学是一种辩证自然主义哲学,要求我们认识自然("第一自然")与社会("第二自然")是大自然内在统一的辩证发展过程。社会生态学认为,我们人类当今所面临的所有生态问题,都根源于深层的社会问题。一个以"要么增长,要么死亡"为基础并将其作为普遍规则的社会,必然对生态环境造成灾难性的影响。社会生态学的根本价值目标是寻求经济制度、政治制度和精神文化的生态化,建设一个生态社会。     

恢复生态学教学的困境与改进

恢复生态学是一门关于受损生态系统修复的学科,也是资源环境类专业的一门重要课程,可以提高大学生的资源、环境保护素养与技能。为改善教学效果,对目前在教学中存在的一些问题进行了思考,并提出相应的改进措施。恢复生态学是实践性极强的课程,但在教学上受到时空条件的极大限制。对此,作者建议适当组织学生参观、参与当地有特色、有前景的生态环境修复工程,同时充分发动学生自主学习、交流对国内外成功案例的认识。     

环境生态学教学刍议

从我国环境生态存在的问题和环境生态学这门学科的特点等方面讨论了为什么开展环境生态学教育,分析了环境生态教育的现状,提出了开展环境生态教育的途径、方法和教学建议.     

儿童成长危机的教育生态学视角审视

介绍了儿童成长危机的无时间性、无空间性及无自我性．分析了儿童成长危机的原因是由社会生态失谐、文化生态失衡、儿童成长原生态的失落等造成的,提出尊重儿童天性、优化生态、遵循规律等解除儿童成长危机的良策。     

环境生态学教学改革的思考

以提高高等学校本科教学质量为目标，以推进改革和实现优质资源共享为手段，加强内涵建设，提升我国高等教育的质量和实力。本文结合环境生态学课程的教学，积极开展了教学改革的尝试和思考。     

在化解生态危机中推进马克思主义时代化

伴随社会的进步、科技的创新,人类对自然环境的改造能力不断增强,但资本主义生产方式打破了人与自然的平衡关系,造成了环境污染、资源浪费等生态危机,威胁着人类自身的安全,也制约了人类社会的发展。马克思主义生态思想对人类化解生态危机具有重要的时代意义,在生态危机的视域下推进马克思主义时代化,不仅使马克思主义焕发出新时代的活力,而且对我国社会主义生态文明建设具有重要的启示意义。     

Education,the science of learning,and the COVID-19 crisis

PROSPECTS - In the COVID-19 crisis, the science of learning has two different responsibilities: first, to offer guidance about how best to deal with the impact of the current situation, including...     

Engaged environmental science for underserved youth

Abstract

The National Institute for Environmental Health Sciences has called for targeted efforts to engage underserved youth in environmental education programs that support environmental literacy and contribute to the development of a diverse workforce pipeline for environmental science-related occupations. Evidence suggests that career knowledge among low income and minority youth is more likely to be incompatible with post-secondary educational opportunities than other racial and ethnic groups. One approach to attenuating discordant college and career expectations among underserved youth is building networks for information sharing between secondary and post-secondary students. The purpose of this commentary is to describe the development and implementation of a high school curriculum on environmental science and environmental justice by Texas A&M University in collaboration with community engagement partners, students, and teachers at Furr High School, an innovative XQ Super School in Houston, Texas.     

Strategies for environmental education within contemporary science education

Most of secondary school science curricula discriminate neatly between two types of activity: knowing the world, on the one hand, and reflecting upon this knowledge, on the other. Moreover, this knowledge is usually based on an empiricist epistemology. The conceptual structure of a part of a typical secondary school physics curriculum is analysed from this point of view. This epistemological rationale causes difficulties in the understanding of scientific concepts which are predictable from the standpoint of the assimilation theory of Ausubel (1978). The difficulties are a consequence of the arbitrariness and lack of intelligibility of the concepts and problems presented to the student. Finally, a different epistemological rationale is proposed: that provided by genetic epistemology.     

Emotions in teaching environmental science

This op-ed article examines the emotional impact of teaching environmental science and considers how certain emotions can broaden viewpoints and other emotions narrow them. Specifically, it investigates how the topic of climate change became an emotional debate in a science classroom because of religious beliefs. Through reflective practice and examination of positionality, the author explored how certain teaching practices of pre-service science teachers created a productive space and other practices closed down the conversations. This article is framed with theories that explore both divergent and shared viewpoints.