1. Analysis of the reasons for pupils' weak awareness of environmental protection 1. What are the reasons and manifestations of the current lack of environmental awareness among primary school students?
Children in rural areas generally have poor hygiene habits. White garbage (breakfast packages, nylon bags, oiled paper, waste) and children's untidy personal hygiene everywhere in the village near the school clearly tell us that these students' families generally lack environmental awareness. Children's lack of eco-environmental awareness is mainly manifested in
It is manifested in the following aspects: (1) Less knowledge of environmental protection?
Most students know little about eco-environmental protection and lack basic knowledge of environmental protection. For example, white garbage, discarded batteries and other electronic products, as well as the harm of blackening and cleaning river water bodies, people know very little. Many students think that protecting the environment means not littering, not spitting, and taking the initiative to pick up waste paper when you see it. ? (2) The purpose of environmental protection is unknown?
Why do you want to protect the environment? In the survey of 60 students in our school/KLOC-0, it is found that most students think that if the environment is not protected, the earth will become a garbage dump, trees and flowers will die, and rivers will become unclean. Students believe that our environmental protection is to make the surroundings clean, see no garbage, make nature more beautiful and make human life better. In fact, the purpose of environmental protection is to use advanced science and technology to study the causes of ecosystem destruction, find ways and methods of protection, and consciously safeguard the harmonious and balanced coexistence between man and nature. ?
(3) Lack of environmental awareness?
The survey found that most students are aware of the preciousness of hydropower resources, but in daily life, children play with natural water, which wastes water seriously and has no awareness of saving electricity. The light was still on when there was no one in the classroom, and I didn't realize the seriousness of water and electricity shortage at all. This requires schools to further develop conservation education and environmental protection education. ?
(4) Bad environmental behavior habits?
Students generally have poor environmental habits and know not to spit, throw scraps of paper and trample on the lawn. However, on campus, they often see scraps of paper and other sundries coming out from the originally clean ground. Students playing on the lawn often find it. ?
Second, an effective way to cultivate primary school students' awareness of environmental protection
(A) fully tap the content of primary school science textbooks that can cultivate environmental awareness.
1. From the content and characteristics of the subject, science lessons in primary schools have more in common with environmental education, with richer content and wider knowledge. (1) moral education content
Natural resources are not inexhaustible, and the capacity of the environment to accommodate waste is limited. Unrestrained plundering and exploitation of resources, arbitrary pollution and destruction of the environment will be punished by nature. Violating the interests of others by destroying the environment and endangering the survival of future generations will be condemned by society. Therefore,
Make clear people's moral responsibilities and obligations to nature, and establish a new environmental moral concept of "protecting the environment is glorious, destroying the environment is shameful" and "protecting the environment is everyone's responsibility". For example, Unit 1 of Grade 4 "Air around us" and Unit 5 of Grade 6 "Magic Energy"? (2) the content of behavior education
Students are required to become excellent managers of nature, starting from themselves, starting from small things, paying attention to environmental sanitation, saving water and electricity, collecting scrap paper, caring for flowers and trees, forming good behavior habits, actively participating in environmental publicity and education activities, and devoting themselves to environmental protection. For example, Unit 4 of Grade 3 "What are they made of"; Unit 1 "Soil and Life" and Unit 2 "Heredity and Variation"? (2) Use multimedia teaching to educate students about the environment.
In classroom teaching, there are many environmental phenomena and problems that can not achieve vivid and intuitive results only by oral narration or student discussion, and it is difficult to attract students' attention or shock. We can make full use of modern teaching methods in teaching, make relevant teaching contents into multimedia courseware, and insert some videos in time in the teaching process to deepen students' impression, thus introducing the classroom into a new realm. Students have a strong interest in learning and active thinking, and can actively participate in discussions and explore ways to solve environmental problems and protect the environment. For example, using multimedia to broadcast the situation of "white pollution": the original crystal clear river has disappeared, and disposable plastic items such as white plastic bags, lunch boxes and foam packaging materials often float on the river; "white" can be seen from time to time in the green trees in the park, on the shady ground and in the flower beds; On the wide road, a gust of wind blew, and the plastic bags on the roadside blew into the sky, like a kite with a broken line. Let the students think and discuss by playing short films: Why is white pollution so rampant? Educate everyone to start from themselves and around them and not to do things that pollute and destroy the environment, thus enhancing the environmental awareness of the majority of students.
(3) Organize students to make field trips and carry out environmental education.
When I was teaching "Water Pollution", I first led my students to the heavily polluted river for field investigation and study to see what floating objects were on the water. Where do these floating objects come from? What's the smell of this river? Therefore, in the face of the black and smelly river, what makes students think is "what makes the river black and smelly?" "What's the harm of the river being black and smelly?" To make students have a more direct understanding of water pollution, increase their perceptual knowledge and stimulate their awareness of environmental inquiry.
In the course of "From Rock to Soil", students are led into nature before class to collect rock samples and soil samples, so that students can learn in the process of collecting samples and initially perceive that different rocks and different soils come from different geographical environments, thus increasing some knowledge about geographical environment. At the same time, students are collecting
In the process of collecting specimens, contact with nature, experience and understand the actual landform, and gain more knowledge than simply collecting specimens of rocks and soil. Especially under the guidance of teachers, students have also gained some knowledge about soil erosion, water and soil tree protection, plant growth and soil. Students' increased knowledge will undoubtedly help us penetrate environmental education.
(four), combined with environmental protection festivals, to carry out missionary activities.
The annual environmental protection festivals are: China Arbor Day (1March), World Meteorological Day (March 23rd), World Earth Day (April 22nd), Bird-loving Week (generally lasting from April to early May), World No Tobacco Day (March1May) and World Environment Day (6. Through these festivals, combined with related themes, environmental protection knowledge lectures are held; Organize students to conduct speech contests and essay competitions; Use blackboard newspaper and wall newspaper for publicity and display; Rehearse environmental protection programs; Carry out a questionnaire survey on environmental protection knowledge and gradually cultivate students' awareness of environmental protection participation. (5) Let environmental education be carried out in the classroom, combining learning with application, and let students form their abilities.
Teachers have carried out environmental education for students in the classroom, and should also expand the classroom to combine students' learning with practice, so that students can finally form the ability to make rational use of the natural environment and play their own role in environmental protection. (1) According to the needs of study and life, make effective use of waste and carry out classroom environmental protection outreach education. When preparing lessons, teachers will find that many of our teaching AIDS and learning tools, such as cuboids, cubes and cylinders, can be made by themselves with discarded waste paper boards or wooden sticks. To this end, teachers can ask students to take the initiative to pick up garbage, make teaching AIDS for teachers or make their own learning tools, or implement some production competitions, which will be used as students' usual grades after appraisal. This not only trains the students' ability to use their hands and brains, but also enables them to form a good habit of starting from me, starting from small things, reducing pollution and turning waste into treasure.
(2) Participate in social investigation, so that students can form environmental protection ability in practice.
In order to better cultivate students' awareness of environmental protection, teachers can also expand classroom education by involving students in social surveys. For example, give students an assignment every winter and summer vacation: please use your favorite way to investigate the water and electricity consumption of your village group and family every quarter, and carefully analyze whether it meets the requirements of saving water and electricity. Or use the holiday to pick up waste and sell it yourself, and see if you can earn some books for yourself. This not only consolidates the knowledge learned in the classroom, but over time, environmental protection has also become a conscious ability of students.