在高校人文、社科专业开设环境教育课程的实践和探讨

【作者】 步慧娟；

【导师】 周志华；

【作者基本信息】 南京师范大学 ， 课程与教学论， 2004， 硕士

【摘要】 本文探讨了国际上环境教育的发展历程，分析了国内高校环境教育课程体系的发展现状，指出了高校人文、社科类学生的环境教育方面还几乎是一个空白，缺少针对性较强的课程。 我们的研究包含了课程设计、课程实施和课程评价三个过程，从理论和实践两个层面对人文、社科专业学生的环境教育课程进行了探讨。 在课程设计过程中，我们通过对相关学科、综合学科两种课程组织模式的分析比较，确定将相关学科模式作为在高校人文、社科学生中开展环境教育的组织模式；按第比利斯会议中环境教育的目的，结合环境教育的内涵，我们确定环境教育课程的一般性目的，即可分别从意识、理解、技能、价值观和态度四个方面进行；通过对学生、社会要求及学科性质的具体分析，以亨格福德博士的课程目标为基础，确定这门环境教育课程的目标；确定了生态学原理、全球气候与大气污染、水资源与水污染、固体废弃物、能源、生态生活六个模块作为在高校人文、社科学生中开展环境教育课程的基本内容；以“专题”式的组织形式编写讲义。 在课程实施过程中，面向人文、社科学生开设了环境教育选修课，并初步尝试了适合于人文、社科学生环境教育选修课程的教学策略和教学方法，增强这部分学生的环境意识，培养他们的环境行为技能，树立学生良好的环境态度和价值观。尝试在对学生的教学评价中采用将书面考核、课堂参与、汇报展示三个部分有机结合，定量和定性评定相结合的方式，发现结合学生所学专业的汇报展示方式效果很好。 在课程评价过程中，通过对课程实践过程和教学评价结果的分析，对该课程的课程内容、教学过程以及目标达成度作了简要评价，发现本研究对提高人文、社科专业学生环境意识效果较为显著。最后提出了需要进一步研究的问题。 研究表明研究者设计、编写的“专题”式讲义，形成的教学策略以及综合评价方式对于针对人文、社科学生的环境教育课程具有观念上的先进性和实践上的可行性，有进一步推广的价值。更多还原

【Abstract】 In this paper, the efforts are made in the discussion on the development course of international environmental education and the analysis of the curriculum system of environmental education in internal high education. In combination with the present status of the curriculum system, the paper point out that litter research has been down in the environmental education, which is faced to the students who are major in humanities and social studies.The process of our study work consists of curriculum design, curriculum execution and curriculum evaluation. In two aspects: practically and theoretically, we focus on the environmental education curriculum of the students who are major in humanities and social studies.During the design process, by comparing and analysising two curriculum organization models (infusion model and single subject model), we choose the latter one; based on the purpose of environmental education made in the international environmental conference and combined with the meaning of environmental education, we can determine the general purpose of the curriculum of environmental education; through the specific analysis of students, social demand and the property of the curriculum, and based on Hungerford’s purpose of subjects, we establish the purpose of our curriculum. We choose six modules such as ecology principle, global climate and atmospheric pollution, water source and water pollution, solid waste, energy and green life to be the basic material, and compile teaching materials in the form of special topic.During the execution process, we give a selective course called environmental education to those who major in humanities and social studies, and we try to find out suitable teaching strategies and methods; we try to use written examination, participation in class, report to as assessment methods, we found that the report is a good way.In the evaluation process, we analyse the curriculum design process and the assessment result, then we find that our study work has remarkable effect on improving the environmental consciousness of the students those major in humanities and social studies.Further, we design and compile the teaching materials applicable to environmental education of students who major in humanities and social studies, and establish our own unique assessment pattern. We believe they are worth improving and popularizing.更多还原