【作者】 吴兴华；

【导师】 袁诗海；

【作者基本信息】 扬州大学 ， 课程与教学论， 2004， 硕士

【摘要】 环境教育作为素质教育的一个重要组成部分，目前已经成为我国的教育目标之一，因此，如何有效地开展环境教育也就成了21世纪我国教育发展的重要课题。研究性学习是当前我国课程改革的特色之一也是亮点之一。国务院颁发的《普通高中“研究性学习”实施指南(试行)》规定全日制普通高级中学必须开设研究性学习课程。课程整合是当前课程发展的趋势之一，研究者通过对环境教育与研究性学习在目标、特点及原则等方面的比较分析发现，二者之间存在很多共同之处。那么环境教育与研究性学习这两者之间能否实现整合，又如何才能对二者进行有效整合?本研究的目的正是在于探索能否把环境教育与高中研究性学习相结合，以及如何在高中研究性学习中有效实施环境教育这一设想。 论文主要论述了环境教育的由来、内涵、发展，同时也分析了环境教育与研究性学习之间的关系，并在此基础上阐述了在研究性学习中实施环境教育具有重要意义以及研究性学习是实施环境教育的重要途径之一的论点。在理论分析的基础上，研究者以江苏省江都中学的高一、高二年级的部分学生为实验对象进行了相应的实证研究，实证过程中收集了较为丰富的相关数据和材料，并在对其进行分析的基础上总结了实证研究的研究结果，验证了实证活动的可行性和有效性，从而论证了研究者提出的研究假设。 对实证研究过程及其结果的分析表明，实证活动具有良好的可行性和有效性，通过实证活动实现了预期目标，即： (1) 激发学生学习和探究的欲望； (2) 让学生掌握基本的环境科学知识； (3) 培养学生的社会责任感，提高他们的环境意识； (4) 培养学生发现问题、提出问题的能力，提高其创新精神和实践能力； (5) 培养学生解决实际环境问题的能力。 理论层次的探讨和实证研究的结果表明在高中研究性学习中实施环境教育是可行的也是有效的。更多还原

【Abstract】 Environmental education is an important part of quality-oriented education and it has become one of our country’s educational goals at present. How to carry out environmental education effectively is also an important subject of our nation’s educational development in the 21 st century.Inquiry learning is not only a characteristic but also an attracting point in the current curriculum reform in our country. It is regulated in the book "the Guide of Implementing Inquiry Learning in Regular High School" that inquiry-learning curriculum is compulsory in high school. By comparing environmental education and inquiry learning, we can find that they have many similar respects. The combination of courses is one of the trends of the current curriculum development .Can environmental education be combined with inquiry learning? How can they be combined effectively? The paper is aimed at discussing the above two issues.The paper mainly discusses the origin, essence and development of environmental education and analyzes the relationship between environmental education and inquiry learning. In addition the paper illustrates that inquiry learning is not only an important approach but also ha s great significance in the process of implementing environmental education .On the basis of theories-analyzing, the researcher carried out a real example study. The experimental objects of the study are the students from the two teams--"Environmental Protection", "Cultivation without soil" of Jiangdu Middle School in Jiangsu province .The researcher collected the materials about the study and made a feasible and effective analysis about the result of the real example study.The real example study indicates that the activity has a high acceptability and validity. The following goals have been achieved through the activity. First, stimulate students’ desire to study and probe. Second, make students grasp basic environmental science knowledge. Third, help students understand their own relation with environment. Fourth, develop students’ sense of social responsibility and improve their environmental awareness. Fifth, develop students’ ability of finding and putting forward questions and improve their capability of solving practical environmental problems. The last one is to develop students’ creativity and practical ability.Both the theory-analyzing and the real example study indicate that it is acceptable and effective to implement environmental education in inquiry learning.更多还原