教育与心灵的关系研究文献综述

教育是一种心心相印的活动,是一颗心对另一颗心的唤醒,本文综述了当前有关教育和心灵的关系的一些观点,分别是教育是一种心灵的自由、教育需要情感的渗透、教育要为心灵对话营造宽松和谐的环境,均主张教育要重视学生的心灵世界,重视对心灵的关怀和理解。     

今天,我们怎样为人师--关于现代师德观的探讨

通过对若干教育事例的沉思,探讨了现代教学环境下教师应具备的师德理念,即让教育植根于爱,用一颗童心去理解学生,学会欣赏学生以及努力为学生营造宽松愉悦的成长环境。     

礼仪教学的反思

俗话说：“种瓜得瓜,种豆得豆。”一颗种子的繁衍生息都取决于它的本质。其实,人也是一颗种子,人这颗种子不管生活于富贵或贫穷的环境,但是都接受着传统思想的教育。所以,我们礼仪之邦的每个成员,都要明了礼仪,遵循礼仪。尤其对于青少年一代来说,     

闪烁的珍珠--重庆市巴蜀幼儿园的特色美术活动

多彩的世界，如画的童心，似一颗颗闪烁的珍珠，编织出七彩的梦想……重庆市巴蜀幼儿园将美术教育广泛渗透于创造教育园本课程中，坚持营造人文的环境，开放创作的空间，提供多变的材料，主张多元的评价，珍视每个孩子的亲身感受、独特视角，让一颗颗创造的珍珠分外的耀眼。     

神奇而又普通的赏识教育

赏识教育是一种神奇而又普通的教育方法,我们广大的教育工作者要有一颗赏识的心 善于寻找学生身上的闪光点,真心实意的表扬学生,并且营造宽松．和谐、平等的教育环境,让学生健康茁壮的成长,经常开展一些班级活动深化赏识教育．     

试论加强大学生感恩教育的途径

大学生是社会的一员,理应拥有一颗感恩之心.但由于家庭教育的缺失、转型期复杂社会环境的影响、学校感恩教育的滞后以及大学生自身因素的影响等,大学生普遍缺乏对父母、对社会的感恩意识.对此,必须充分发挥学校教育主阵地的作用,构建良好的社会教育环境,坚持家庭教育的持久性,切实提高大学生感恩教育的效果.     

弥补和扩充幼儿教育的“内环境”和“外环境”

在新的课程视角和新的时代背景下,幼儿教师要改变自己的教学理念。引领幼儿与自然和社会对话,与远方和未来对话,与个性和多元对话,才是弥补和扩充教育"内环境"和"外环境"的有力举措。只要教师用情、用意、用心,只要教师有一颗坚定的心,一颗朝向卓越的心,必让学生吃得更"饱",也让师生走得更远。     

小组合作学习中存在的问题及对策

古罗马教育家普鲁塔古所说：“儿童的心灵不是一个需要填满的罐子,而是一颗需要点燃的火种。”要点燃这颗火种,就需要创设与学生学习相适宜的环境,使学生致力于合作学习的探索与实践中,为学生提供小组合作学习的机会。由于部分教师对小组合作学习缺乏研究,趋于形式．     

语文教学策略呼唤心灵在场

笔者认为,语文教学担负着塑造人的心灵、传承中华优秀传统的重要历史使命。语文教师要有良好的品德修养,更要有一颗"善感"的心。只有如此才能在日常教学环节中抓住任何一个细小的教育契机对学生加以引导和教育。语文教师要形成自己的教育智慧没有什么捷径可走,只有用一颗真心、一颗爱心、一颗高远的心投入教育,教育才会闪出智慧的光芒。     

让德育撒满理想的阳光

理想的德育,是无痕的、是智慧的。这是一种教育的艺术,它要求教师有一颗爱学生的心灵,一颗比天空更宽广的心灵,一颗懂得教育艺术的心灵。教师的教育应该是"此时无声胜有声,于无声处听惊雷"。     

环境教育融入社区教育的路径研究

学校教育已不能满足全民普及环境教育的要求,环境教育必须融入面向全民的社区教育之中。针对环境教育融入社区教育的现状与困境,提出明确社区教育各参与主体的环境教育职责,提升社区教育中的环境教育师资力量,构建社区教育中的环境教育资源共享机制,充分调动公众参与社区环境教育的积极性等路径。     

对少数民族大学生开展环境教育的意义及内容构想

面向可持续发展的环境教育,是培养少数民族大学生具有正确的环境意识和可持续发展思想的有效手段。环境教育中渗透环境伦理观教育是为了更有效地培养少数民族学生将爱护自然环境、保护自然环境作为日常的行为准则与操守,具有十分重要的现实意义。     

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.     

Sense of place in environmental education

Although environmental education research has embraced the idea of sense of place, it has rarely taken into account environmental psychology-based sense of place literature whose theory and empirical studies can enhance related studies in the education context. This article contributes to research on sense of place in environmental education from an environmental psychology perspective. We review the components of sense of place, including place attachment and place meanings. Then we explore the logic and evidence suggesting a relationship between place attachment, place meanings, pro-environmental behavior, and factors influencing sense of place. Finally, based on this literature we propose that in general environmental education can influence sense of place through a combination of direct place experiences and instruction.     

以传统生态文化提升我国的环境教育

环境问题本质上是文化问题,环境教育离不开生态文化内容。我国有着较好的传统生态文化资源,如天人合一的儒家生态文化、节制欲望的道家生态文化以及善待生命的佛家生态文化。这些传统生态文化资源可以整合入当前的环境教育中,以提升我国各级环境教育的质量。     

Conceptualising Art Education as Environmental Activism in Preservice Teacher Education

This article explores how art and design education can contribute to the imperative of climate change and help societies adapt to living more sustainably. Drawing on methods from arts‐based research and qualitative case study, it reports on an investigation into what can be learned from creating environmental art installations with preservice teachers (those training to be K‐12 teachers), as part of an environmental art education programme in a leading Canadian university. Findings support that preservice teachers experienced behavioural and attitudinal shifts towards sustainability after engaging in the processes of creating environmental art; involvement in the programme also provided opportunities for building community, engaging multiple domains of learning, modelling sustainable art‐making practices and prompting environmental activism. The results of this study inform a developing pedagogy for environmental art education in higher education settings.     

论高校非环境专业环境教育的重要性

环境教育是解决环境问题的重要手段之一,是可持续发展的根本保障,也是全民素质教育的一个重要组成部分,学校是环境教育的主要晨环境类专业的环境教育是环境教育的重要组成,应受到特别重视,并积极采取相应措施,将环境教育课程列为高校非环境专业的必修课,组织高校非环境教育专业教师刊物进行环境教育,学习志发展战略,特别突出师范院校学生环境教育的地位。     

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.     

‘Love honey,hate honey bees’: reviving biophilia of elementary school students through environmental education program

The concept of emotional affinity and connection with nature using the term of ‘biophilia’ along with its counter-part ‘biophobia’ has been merely researched in the area of environmental education. In this study, it was hypothesized that children’s negative emotions (biophobia) such as fear towards insects can be changed into affinity (biophilia) through an environmental education program. One hundred and four third-grade students from an elementary school in Seoul, South Korea participated in the honey bee environmental education program, and their emotional changes were measured with Inclusion of Nature in Self and Connectedness to Nature Scale. The result after the program implementation showed that the participants’ affinity toward nature was significantly improved. This empirical study suggests that an environmental education programs on insects of which children initially feel scared can be effective in helping to overcome fear toward insects and nature, and to revive their innate biophilia. Especially, honey bees, one of the most crucial insect species providing priceless ecosystem services can be a good medium for environmental education program to promote children’s innate love towards nature. This study, to the authors’ knowledge, was the first research which attempted to link an insect-mediated environmental education program to children’s connectedness to nature with the biophilia–biophobia approach.     

环境教育:英国道德教育的重要途径

英国在环境教育上取得的绩效举世闻名。这既源自于英国是环境教育的发源地之一,也得益于其在环境教育上的积极作为。随着时代的变迁,英国不断赋予环境教育多学科的视景与新的意蕴。投射与浓缩在道德教育领域,英国从环境教育的内在特质、道德教育的自身需求、环境教育与道德教育的共同使命等维度,缕析、寻绎、穷究环境教育在道德教育中的应有地位与价值。相应地,环境教育为英国的道德教育注入无限的生机与活力,构筑起一道亮丽的道德风景线,成为推动英国道德教育发展的一条有效途径。