新课程背景下学生环境意识的培育

化学教育要完成对学生专业知识素质和环境意识的培养,化学教师必须在环境知识、环保理念和环保行为上有较高的造诣和品位,这也是化学教师环保素养的三个方面。环境知识是环保素养的基础,是教师对学生进行环境意识培育的载体之一。如果没有环境知识作依托,环境意识的培养犹如一纸空文。环境意识则是对环境认识的浓缩和升华。     

农村小学科学教学渗透环境教育的实践分析

本文通过访谈和问卷方式对河南东部李庄村小学在科学教学中渗透环境教育前后,学生的环境知识、环境意识和行为的养成等环境素质的提高情况进行分析。结果显示,通过一学期的环境渗透教育,学生对环境保护的相关知识和认识有了很大的提高,而且能够将学到的环保知识应用到实际生活中去,并对周围人的环保行为产生积极影响。得出在小学科学教学中进行环境教育的渗透可以加强学生的环保意识,养成良好的环境习惯,提高学生的环境素养。     

初中化学教学与环境保护教育

环境污染问题的日趋严重,有必要利用初中化学教材中与环境教育有关的内容,对学生进行环境意识教育。采用多种教学方式,在初中化学教学中渗透环境保护教育,提高初中生的环境保护意识。这就我们教师在给学生各项知识和技能的同时也要履行环境保护教育这一新的职能,寓环境保护教育于化学教育之中,推动中学生素质教育的发展。     

贵州高校大学生环境意识现状调查分析

增强大学生环境意识对可持续发展有重大意义。通过随机抽样法,抽取了贵州四所高校的427名学生,从环境知识、环境观念和环保行为三个维度调查学生的环境意识。结果表明:环境知识、环境观念与环保行为呈显著正相关;大学生的环境知识及环境观念有待增强;大学生环保意识淡薄受社会负面影响大。高校应开展环境价值教育、环境知识及法制教育;采取渗透式教育增强学生环境意识,各方面努力引导大学生积极参与环保。     

化学实验教学与环境意识的培养

化学实验教学不仅要传授知识、培养操作技能,还要培养学生环境意识.在大力提倡素质教育的今天,对学生进行环境教育,提高学生的环保意识以及培养学生解决环保问题的能力是非常必要的.化学学科和环境保护科学联系十分密切,应在化学教学中渗透环保意识、进行环保教育,这也是新课程理念的体现.     

化学实验教学与环境意识的培养

化学实验教学不仅要传授知识、培养操作技能,还要培养学生环境意识。在大力提倡素质教育的今天,对学生进行环境教育,提高学生的环保意识以及培养学生解决环保问题的能力是非常必要的。化学学科和环境保护科学联系十分密切,应在化学教学中渗透环保意识、进行环保教育,这也是新课程理念的体现。     

环境教育应从中小学生抓起

环境保护是我国一项基本国策。党中央国务院批准的《我国环境与发展十大对策》中指出：各级教育和有关部门都要重视环境教育,在中小学和幼儿园中普及环境保护知识。这就要求我们的学校教育在教给学生各项知识和技能的同时,寓环境教育于中小学教育之中,让学生学习环境保护与可持续发展的基本知识,增强学生的环境意识。党中央之所以要求抓中小学生环境教育,这是因为：第一,进行环境教育是为中小学生将来肩负起历史责任打下基础。     

环境保护教育深入学校

目前环境教育已经被列入我国基础教育内容,因此,对中小学生进行环境保护意识的教育,培养对环境负责的观念和环境保护的行为习惯,意义十分重大。在培养学生环境保护意识方面,教师是教育的主力军,教师本人的环境意识、环境知识以及环境教育能力是提高学生环境意识的关键,在养成良好的环保行为习惯中,学生是主体,学校应开展多种形式的活动,让每位学生积极参与,养成良好的环境保护行为,成为环境保护的主力军。     

寓环境意识教育于数学教学之中

小学数学教材中有相当丰富的环境教育素材,因此,教师在教学中应注意充分挖掘它的教育价值,使学生在受到环境科技知识和环境道德观念教育的同时,形成自觉保护环境的意识。1．绿化意识。如运用教材中的花、草、果、树等素材,对学生进行绿化环境的教育,培养学生绿化环境的意识。2．净化意识。如根据教材中打扫卫生,收集、清除废物的内容,对学生进行净化环境的教育,培养学生净化环境的意识。3．热爱自然意识。如把寓于习题中有关自然知识提炼出来,培养学生热爱自然的感情。4．忧患意识。如结合教材中有关地球、资源、人口等知识,使学…     

大学生环境意识调查与分析

就我校大学生环境知识、意识以及环保知识的运用与环境预期行为进行了问卷调查,旨在全面了解大学生环境意识现状,以及学生对在师范生中开展环境教育的意见与建议,提出了高师环境教育方法与途径.     

Exploring global citizenship learning and ecological Behaviour change through extracurricular activities

ABSTRACT

This research paper aims to examine the effects of extracurricular activities in building knowledge, skills and attitudes that attempt to develop ecological citizenship as a subset of global citizenship among middle school students. I focus on one extracurricular programme entitled ‘The Friends of Nature’ that was provided in a Moroccan private middle school. Adopting a qualitative research method approach, data consisted of interviews with thirty students from 7th, 8th and 9th grades and two teachers (social studies and life and earth science teacher), and were collected over the course of three months through multiple data collection tools, namely observation, student focus group discussions and teacher interviews. A series of environmental activities offered students opportunities to: identify environmental problems, promote education for sustainable development and improve their environmentally conscious behaviour, develop creative solutions, and take actions for preserving nature in their community. The data were analysed using a content analysis method. The results reveal that students demonstrated cognitive development in terms of human rights, citizenship rights and responsibilities, environmental sustainability. While the program developed attitudes of empathy, respect, solidarity, it failed to instil a sense of responsibility to act for the betterment of the world, thus being a global citizen.     

Crossroads of public art,nature and environmental education

This paper explores how environmental education through ecological art can help students develop creativity, critical thinking, and an arts-informed notion of being a citizen of the world. In illustrating the importance of uncovering the relationship between environmental education and ecological art, the paper examines how this may be used to promote intellectual development, inspiration, and a greater consciousness about social and environmental issues. Through a discussion of examples of classroom projects and processes that integrate art into the curriculum, the paper examines how teachers can use the work of ecological artists to help students learn to ask questions and examine contextual information about ecological art, which are argued to be essential for engagement and motivation. The paper also discusses how infusing ecological art into environmental education can help individuals develop a greater sense of connection with nature both within and beyond the classroom setting.     

The Effect of the Sunship Earth Program on Knowledge and Attitude Development

ABSTRACT:

The influence of the earth education program, Sunship Earth, on ecological knowledge and environmental attitudes was examined. It was found that students who attended the Sunship Earth program increased their ecological knowledge significantly. Participation in the Sunship Earth program did not result in more positive environmental attitudes. Part of the success of the Sunship Earth program is attributed to the setting in which it occurs and the techniques used to develop ecological concepts. The need for more opportunities for teachers to develop skills in environmental education and to participate in environmental education curriculum development that would link extension education more firmly to the school curriculum is discussed.     

大学生绿色意识调查与思考

绿色教育是以环境教育为中心,以绿色心理培育和绿色伦理恪守为基本点的现代素质教育.高校应将绿色教育纳入人才培养方案,通过绿色知识课堂教学、素质教育和实践教学,传播绿色理念,实践绿色行为,把学生培养成为绿色发展的践行者.     

An investigation into the prevalence of ecological misconceptions in upper secondary students and implications for pre-service teacher education

Students’ and teachers’ misconceptions are an international concern among researchers in science education; they influence how students learn and teachers’ teach knowledge and are a hindrance in the acquisition of accurate knowledge. This paper reports on a literature synthesis of existing research about ecological misconceptions. One means of improving the application of misconceptions involves using diagnostic tests. These form an important component of a broader conceptual toolkit needed to teach science in conceptually accurate ways. Analysis of the results of a diagnostic test, completed by biology students and pre-service teachers in Ireland, revealed the presence of an unacceptably high level of misconceptions and uncovered flaws in students and teachers’ understanding of ecological concepts. A clear link was observed between the misconceptions present in pre-service teachers’ knowledge base and those dominant in students. In this regard, we discuss implications of these findings for teacher education, from pre-service to continuing education.     

大学生生态意识及行为特征调查研究——以衡水学院为例

为真实了解大学生生态观念和生态意识水平,以衡水学院大学生为调查对象,对大学生的生态保护知识水平、生态保护态度、对生态保护的现实理解以及对生态保护行为倾向等4项内容进行了调查.结果表明多数学生在生态环境保护的意愿及预期行为、环境保护责任感之间存在不一致,其生态意识水平距离社会的要求还有相当一段距离.要提升大学生生态意识水平不仅要加强生态与环境的教育与宣传,更重要的是要发挥政策引导与道德约束的作用,并结合相应的奖惩制度与措施.     

中专地理教学中渗透培养学生环保意识

随着时代的发展,环境在不断的发生着变化,环境保护和生态平衡的问题更加突出,环境意识的教育也更加重要,需要在中专地理教学中不断渗透。中专地理教师在对学生讲解自然和人文的基础知识以后,还要培养学生的环境保护意识,掌握人类活动和环境保护的密切联系,实现环境保护和地理教学的高度统一。     

多点触控虚拟解剖系统在耳鼻咽喉科教学中的应用策略探讨

目的:探讨多点触控虚拟解剖系统在耳鼻咽喉科教学中的应用。方法:选取苏州大学医学院临床医学专业本科生的两个班级学生(A和B班),A为对照组,B为观察组,对两组学生分别进行传统教学以及多点触控虚拟解剖系统教学并评估学习效果。结果:观察组学生中同意新教学模式可提高学习热情、提升实践水平、拉近师生关系、强化知识点记忆以及树立团队合作意识的人员数量显著大于对照组(P<0.05);且在理论知识、考试成绩方面优于对照组(P<0.05)。结论:多点触控虚拟解剖系统在耳鼻咽喉教学中的应用存在重要的意义与价值。     

Framing secondary teachers’ perspectives on the inclusion of students with autism spectrum disorder using critical discourse analysis

Research on the role of teachers in supporting students with autism spectrum disorder (ASD) in schools in the Republic of Ireland has largely focused on primary and special schools rather than secondary school settings. This study examined the theoretical and practical knowledge base of Irish secondary teachers regarding the inclusion of learners with ASD using an ecological critical discursive perspective. Findings revealed teachers’ strong desires to include students with ASD in their classrooms. Teachers’ discourses exposed their sense of low self-efficacy in relation to pedagogical skills required to meet the needs of learners with ASD. At a school level, teachers positioned themselves outside the dominant school discourse on special education needs. Using critical discourse analysis (CDA), teachers’ narratives re-focus the spotlight on issues such as ineffective legislation and inadequate policies at national level, and identified the impact that these have at a micro-analytical level on teachers’ practices in relation to inclusion.     

有机化学实验的绿色化教学分析

在有机化学实验教学中,通常会难以避免各类污染物以及有害有毒物质的产生,以往常常是稀释后直接排放或者弃置,不仅极大地污染了周围环境,还对师生的身体健康带来影响。随着环保理念的深入人心,绿色化学的理念便应运而生。深入分析有机化学实验的绿色化教学,旨在提高化学学科的生态价值以及加强环境保护意识。