环境艺术在图书馆建筑空间上的美育效应

文章从图书馆建筑空间的人文效应、装饰文化入手,并结合国防科技大学图书馆新馆的建设,对环境艺术在图书馆建筑空间的美育效应进行了有益的探讨。     

城市环境治理制度创新的基本取向与思路

当前中国城市环境治理制度创新的基本取向主要有市场取向的制度创新、政府主导型的制度创新与治理主体多元化的制度创新等。中国城市环境治理取得了明显成效但仍然存在许多问题,因此,需要采取一系列切实有效的创新措施,以改善城市环境质量,促进经济社会的全面发展。     

产业结构、环境规制与绿色发展效应研究——基于广东面板数据的实证分析

基于政策协同的视角,利用2006—2019年广东省21个地级市的面板数据,实证研究产业结构与环境规制的绿色发展效应、区域异质性和传导机制。研究发现：提高产业结构高级化显著增强广东全域和珠三角地区绿色发展水平,但沿海经济带和北部生态区尚不见明显的促进作用；环境规制不仅直接影响绿色发展,还对产业结构高级化和绿色发展的关系存在差异化的调节效应,即沿海经济带与北部生态区环境规制促进了产业结构对绿色发展的正向影响,但在珠三角地区则相反；环境规制与绿色发展的关系存在以产业结构高级化为门槛变量的单一门槛,当产业结构处于低水平提升阶段,适度的环境标准有利于绿色发展水平的提高；当产业结构处于高水平提升阶段,绿色发展水平随着环境规制强度的提升而下降。     

A systematic literature review of K-12 environmental Citizen Science (CS) initiatives: Unveiling the CS pedagogical and participatory aspects contributing to students’ environmental citizenship

Environmental Citizen Science (CS) initiatives have been largely embraced in K-12 education, as they are often hypothesized to improve students' knowledge, skills, attitudes, and behaviours to act as “environmental citizens” according to the notion of Environmental Citizenship (EC). However, the potential of environmental CS initiatives to promote Education for Environmental Citizenship (EEC) has not been systematically explored. At the same time, environmental CS initiatives for educational purposes are highly heterogenous and learning is enacted in diverse ways, according to the participatory and the pedagogical components underpinning each initiative. To address the complexity of the field, this review study adopts the PRISMA methodology to synthesize thirty-four empirical studies (n = 34) retrieved from a systematic review of the literature covering the last two decades (2000–2020). The reviewed environmental CS initiatives were subjected to a content analysis to identify their impact on students' EC (e.g., EC competences, actions, outcomes), as well as to unveil the CS initiatives' constitutional components in terms of (a) Participation (e.g., types of students' contributions, level of data collection, frequency of students' participation, modes of student engagement, forms of students’ involvement), and (b) Pedagogy (e.g., learning goals, educational contexts, learning mechanisms, EEC pedagogy). Our analysis shed light to the three territories (Participation, Pedagogy, Environmental Citizenship) underpinning the reviewed CS initiatives as well as to their interrelations. We reflect on these findings, and we provide directions for future research to guide the development of more successful environmental CS initiatives in K-12 education, serving as a vehicle for EC.