高中地理学科可持续发展教育的理论思考

【作者】 张宪玉；

【导师】 王晓青；

【作者基本信息】 曲阜师范大学 ， 课程与教学论， 2004， 硕士

【摘要】 发展是人类永恒的主题。从发展危机的反思中，人们努力寻求一种新的发展模式，其结果是孕育出了可持续发展思想及其战略。当代中国的基本国情表明，实施可持续发展战略是当代中国全面发展的必然选择，确保当代中国走向可持续的未来。 可持续教育的重要性就在于教育是可持续发展战略的重要组成部分，几乎与可持续发展战略的每一个部分都相关。可持续发展教育的本质是对受教育者的一种培养活动，使之具备可持续发展的素质和行动能力。可持续发展教育的立足点已从过去单纯的环境保护转移到对整个人类历史发展模式的反思和对未来的思考。 从国外可持续发展教育现状研究中可以得知：教育为可持续发展服务是一个地区与国际性的挑战，教育是通向可持续未来的关键。亚太地区的国家普遍认为需要通过教育创造亚太地区可持续发展的未来。美洲国家虽然分为北方流派和南方流派，但是都希望通过教育改革促进可持续发展，环境教育应服务于可持续发展。非洲国家共同认为教育在有效地解决发展问题方面功不可没，非洲国家共同行动实施面向可持续未来的教育。在欧洲，可持续发展教育融入国家的可持续发展政策框架，可持续发展教育被视为政府朝着可持续方向前进的工具。 通过对我国高中地理学科可持续发展教育的现状分析，可得出如下结论：一是新的高中地理课程突出了可持续发展教育的地位；二是地理教师意识到渗透可持续发展教育的重要性，但是对如何渗透、如何更加系统地实施可持续发展教育还不清楚；高中学生对可持续发展教育普遍怀有强烈的兴趣，但是对可持续发展的认知水平偏低，在承担公民责任改变生活方式和行动上存在矛盾心态。这说明，在高中地理学科实施可持续发展教育是一个紧迫的、需要深入研究的问题。 着眼于现状问题，本文提出高中地理学科可持续发展教育系统，即：由教育目标系统、教育内容系统、教学原则系统、基本教学方法系统、评价系统、师生关系、教育环境系统组成的高中地理学科可持续发展教育系统。对高中地理学科可持续发展教育目标、内容、原则和方法进行了比较系统的研究。 第一，从高中地理教材、活动课、乡土地理、开放的地理教育环境、家庭教育环境等多方面讨论了高中地理课程中可持续发展教育内容的体现，使高中地理学科可持续发展教育内容系统化、明确化。 第二，从理论层面上讨论了高中地理学科可持续发展教育，总结出了“知情行融合，点线面立体”可持续发展教育综合课基本教学方法和价值教育基本方法。 第三，总结了高中地理学科可持续发展教育的基本教学原则，即:德育、智育、可持续发展教育相融合原则;启发性原则;参与性原则;渗透性原则和批判性原则。 第四，总结环境教育和发展教育的实践经验，提出高中地理学科可持续发展教育的十大教学方法，即:活动教学法、小组合作教学法、案例教学法、地理调查教学法、讨论教学法、发现教学法、地理观测教学法、地理实践教学法、问题解决教学法、自学辅导教学法，并列出相对应的学习方式。更多还原

【Abstract】 Development is the eternal theme for human. By deep thinking the crisis of development, people are making every effort to look for a new developing pattern, and as a result, the thought and strategy of sustainable development are put forward. According to the present situation of China, it is an essential choice to bring the strategy of sustainable development into effect, which can assure China walk up to a sustainable future.The importance of sustainable education lies in that education is an important part of the strategy of sustainable development and has connections with all ptirls of the strategy. The essence of education of sustainable development is that it is an training activity for the learners and that makes them possess the ability and makings of sustainable development. The stands of education of sustainable development have changed from the simple environment protection in the past to deep thinking of the historical pattern of human development and their future.Education is, by studying the actualities of the education of sustainable of development overseas, a regional and international challenge ,and is the key to sustainable development in the future. All the Asian and the Pacific countries think it necessary to create a sustainable future by education. Though Countries in America are divided into the North group and the South group, they all hope to innovate the sustainable development by education reform. All countries in Africa think education plays an important role in solving the development problems effectively, so they all put the sustainable education into practice to make it fit for the future. In Europe, educations of sustainable development have been considered as one of the country’s policy, and as the tools that their governments use to develop furthering the near future.By the analysis of actualities of education of sustainable development in geography in high school in China, we can draw the conclusions; first, the newgeography curriculum gives prominence to the education of sustainable; second, though the teachers have already realized the importance of infiltrating sustainable education into his class, they don’t know how to do it and how to do it systematically; third, the high school students are more interested in sustainable education, but their knowledge level is still very low, so they are not aware of how to take the responsibility to change their living pattern and their behavior. According the above analysis I think putting the sustainable development education in high school is an urgent question with further thinking and study.In my paper, I present the system of sustainable geography teaching as the following: the system of educational goal , content,d model and principles, methods , evaluation , the relation between teacher and student and environment. And I also systematically study the goal, content, model, principle and methods of sustainable development in geography teaching in high school, which are shown in as the following:Firstly, I studied the method of presenting the contents of sustainable development education in the textbooks, active lesson, geography in rural area, the open geography teaching environment and the environment at home, which can make the teaching contents more systematically and clearly.Secondly, I studied the sustainable geography education theoretically, and finally put forward the basic teaching model of "the mixture of knowledge, emotion and behavior; solid structure of knowledge points" and value teaching model.Thirdly, I concluded that the basic geography teaching principles are as the following: the principle of mixing the knowledge with moral character, the principle of enlightenment, the principle of participation, the principle of infiltration and the principle of critics.Fourthly, by studying the past teaching experience of environmental education and development education, I put forward ten basic teaching methods and their study pattern in high school geography teaching, which are as thefollowing: the method o更多还原