First, the multidisciplinary model, also known as the infiltration model, is to infiltrate the contents of environmental education into various disciplines and implement environmental education in parts through the courses of various disciplines. This curriculum model is convenient to classify all aspects of the environmental field, so that learners can acquire corresponding knowledge, skills and emotions in the study of various disciplines, without special teachers and time, and the education cost is low. However, due to the scattered content of environmental education and the difficulty of comprehensive evaluation of courses, the educational effect is sometimes unsatisfactory.
Second, the interdisciplinary model, also known as the single-subject curriculum model, is to select the concepts and contents of environmental science from various disciplines to form an independent curriculum. Setting up the curriculum in this way can make up for the lack of scattered content and system in the multidisciplinary curriculum model to a certain extent, make education more targeted and systematic, and is also conducive to the comprehensive evaluation of the curriculum. However, this requires corresponding manpower and material resources, which often increases the burden on learners. 1. regard the environment as a whole-natural and artificial environment, technology and social environment (economy, politics, cultural history, morality and aesthetics all belong to social environment) belong to a whole;
2. Environmental education should be lifelong education, starting from preschool education and continuing to all formal and informal education methods;
3. Teaching method is a comprehensive subject form, which extracts specific contents from each subject and forms a holistic and balanced view;
4. Analyze environmental problems from local, national, regional and international perspectives, so that students can understand the environmental conditions in different geographical areas;
5. The value and necessity of promoting local, national and international cooperation in the process of preventing and solving environmental problems;
6. In the process of development and economic growth, explicitly consider environmental factors;
7. Enable learners to plan their own learning experiences and give them the opportunity to make decisions and accept the results of the decisions;
8. Environmental awareness, knowledge, problem-solving ability and values should be taught to learners of all ages, but for younger students, more attention should be paid to the environmental awareness of local communities;
9. Help learners find the symptoms and root causes of environmental problems;
10. Emphasize the complexity of environmental problems, thus emphasizing the importance of critical thinking and problem-solving ability;
1 1. Use a variety of learning environments and teaching methods to understand the environment, learn in the environment, and emphasize the importance of practical activities and personal experience learning. With the development of economy and society, the production capacity of human beings has been continuously improved and the scale has been continuously expanded, which has led to the overuse of many natural resources and the deterioration of the ecological environment. Facing the increasingly serious global environmental problems, the international community has realized that raising people's environmental awareness through publicity and education is an important and fundamental measure to protect and improve the environment. Stockholm Conference on Human Environment (1972) is the beginning of the global environmental education movement, which emphasizes the need to use interdisciplinary methods to carry out environmental education in formal and informal education at all levels, in-school and out-of-school education. Subsequently, environmental education began to be reflected in the work of governments in various countries, and gradually formed a global environmental education action.
From 6: 438 to 9: 77, UNESCO and UNEP held an intergovernmental conference on environmental education in Tbilisi, the former Soviet Union. At the Tbilisi meeting, countries initially realized the importance of environmental education in education. The Tbilisi Declaration pointed out that "from its basic nature, environmental education helps to update the educational process" and called for "consciously incorporating environmental issues, activities and contents into the educational system and incorporating this measure into the educational policy". Tbilisi Conference is a milestone in the development history of environmental education. Tbilisi Declaration breaks through the concept of knowledge-based environmental education, clearly puts forward that the objectives of environmental education include five aspects: consciousness, knowledge, skills, attitude and participation, expands the contents and methods of environmental education, introduces environmental education into a broader space, and constructs the basic framework for the development of global environmental education.
1987 The World Commission on Environment and Development (WCED) issued Our Common Future, 1992 Earth Summit put forward "2 1 Agenda", which made environmental education a necessary common sense for the citizens of the world. Agenda of the 20th century is the action program for the human family to create sustainable development in the future. "Agenda 2 1 Century" points out: "Education is very important to promote sustainable development, which can improve people's ability to deal with environmental and development issues. Formal and informal education is necessary to change people's attitudes and enable them to estimate and express their concerns about sustainable development. " Agenda 2 1 Century puts forward the important task of environmental education: to redefine the direction of education to meet the needs of sustainable development; Raise public awareness; Training, etc. Therefore, it puts forward higher requirements for the environmental education of the whole human society.
1992 After the United Nations Conference on Environment and Development, China quickly formulated ten countermeasures for environment and development, determined to implement the strategy of sustainable development, and took the lead in formulating China Agenda 2 1 Century. In the agenda, I wrote: "Strengthen the indoctrination of the sustainable development ideas of the educated. Incorporate resources, ecology, environment and sustainable development into the natural curriculum of primary schools and the geography curriculum of secondary schools; Colleges and universities generally offer the course of "Development and Environment", and offer postgraduate majors closely related to sustainable development, such as environmental research, so that the idea of sustainable development runs through the whole educational process from primary education to higher education. " Other countries in the world have also taken actions to carry out sustainable development education. For example, in June 1993, the Association of Southeast Asian Nations held a conference on environmental education for sustainable development. 1In September 1993, a global seminar on environmental education for sustainable development was held in New Delhi, India and other places.
From 65438 to 0994, UNESCO put forward "education for sustainable development", demanding the integration of environmental education, development education and population education, and established the Environment, Population and Development Project (EPD Project), and began to shift environmental education to the direction of sustainable development.
During the period of 1997, UNESCO held a meeting in Thessaloniki, Greece, and determined the concept of "education promoting sustainable development". This indicates that environmental education is no longer just aimed at environmental problems, but combined with peace, development and population education to form "sustainable development education". The emergence of the concept of "sustainable development education" provides a solid theoretical basis for the vigorous development of "green schools".
Based on the development trend of world environmental education, UNESCO held the World Conference on Environmental Education and Training in 1997, summed up the achievements, determined the priority education fields and educational countermeasures according to the needs, and on this basis, formulated the action plan for environmental education and training in the first decade of the 265438+20th century. Environmental education is universal, lifelong, global and interdisciplinary.
Nationality
Environmental education, viewed from the object, is a national education with the characteristics of the whole people. Because environmental quality is closely related to everyone's production and life activities, it is difficult to solve the environmental problems that plague people without the concern, participation and personal practice of the whole people. Environmental education should permeate all fields of human life: families, schools, factories and mines, enterprises and institutions, etc. In short, there should be environmental education where there are crowds. Environmental education, as far as time is concerned, is a lifelong education with lifelong characteristics. The lifelong nature of environmental education determines that it should be education from cradle to grave, and should permeate all stages of life: infants, teenagers, prime of life and old age.
globality
From the perspective of space, environmental education is an ongoing education in all countries and regions of the world, with global characteristics. Environmental problem is a global interactive problem. The increase of carbon dioxide emissions, whether from North America, Europe or Asia, will affect the whole earth by accumulating the greenhouse effect around the earth. Although these environmental problems occur in a certain country or region, their disastrous consequences are bound to be global. There is only one earth, and we must * * * care for and cherish the same home of mankind-the earth. Because people have entered the global stage of human evolution, everyone obviously has two countries, one is his own motherland and the other is the planet earth.
Inter-school nature
Environmental education, from the content point of view, is a comprehensive education coordinated by various disciplines and has the characteristics of mutual learning. The interdisciplinary nature of environmental education is determined by the extensiveness and comprehensiveness of environmental problems. The solution of environmental problems must rely on multidisciplinary cooperation. Therefore, environmental education is by no means the task of a certain discipline, but the task of all disciplines. It includes not only natural science, but also technical science, mathematical science, philosophy and social science. Only with the joint efforts of these subjects can environmental education achieve better results. The problem of educational environment is an ancient proposition. It came into being with the appearance of ancient education, and the concern and research on the educational environment began from the day when school education came into being. Educators at all times and all over the world have left many precious legacies in this respect. For example, the story of "Meng Mu San Yun" in ancient family education in China, Gou Zi's "Persuasion", Owen's theory of character formation in Britain, Emile of Rousseau in France, and the educational creed of "respecting nature" in Ogara, Japan, etc.
Educational environment and environmental education are two different concepts, which are different and closely related. Educational environment refers to the external world that directly or indirectly affects people's survival and development; Environmental education is an educational activity process centered on the relationship between man and environment. Because both of them are compound concepts composed of "education" and "environment", they are closely related. Generally speaking, the relationship between them is the purpose and means, that is, the optimization of educational environment is the purpose of environmental education, and environmental education is the means of optimizing educational environment. Because the center of educational environment is "human", the object of environmental education is "human", and "human" is the intersection and combination point of educational environment and environmental education.
Environmental education is the focus of basic education in the world in 2 1 century. As one of the purposes of environmental education, the problem of educational environment is naturally the focus of world basic education in 2 1 century. In China, campus environmental education is the basic project to implement the basic national policy of environmental protection, and it is also an important content of China's sustainable development capacity building. The purpose and task of environmental education is to cultivate and bring up all kinds of professionals needed to eliminate environmental pollution and prevent ecological damage, improve and create a high-quality production and living environment, and cultivate and bring up management talents at all levels with comprehensive decision-making and management capabilities for environmental protection and sustainable development. The second is to cultivate the moral fashion of the broad masses of people consciously protecting the environment and improve the environmental and development awareness of the whole nation.
China's campus environmental education began in 1970s. China campus environmental education has accumulated rich experience in theory and practice, and its development has gone through three stages.
Initial stage (1973- 1983)
1973 after the first national environmental protection conference, environmental protection began to be concerned; In the late 1970s and early 1980s, environmental science knowledge was gradually added to the curriculum of primary and secondary schools.
Development stage (1983- 1992)
The syllabus issued by China's Ministry of Education 1987 emphasizes that primary and junior high schools should carry out the infiltration teaching of energy, environmental protection and ecology through related subject education, extracurricular activities and lectures, and optional courses can be offered if conditions permit.
Improvement stage (after 1992)
In the new syllabus issued by China's Ministry of Education 1992, it is clearly stated that environmental protection knowledge should be taught in the teaching content of related disciplines, and a commendation meeting for advanced units, individuals and outstanding teachers in environmental education was held in Beijing on 1995, which effectively promoted the environmental education work in China. Since the mid-1990s, international organizations and foreign governments have cooperated with China government and non-governmental organizations to carry out environmental education research and training, strengthen personnel exchange and environmental protection activities in primary and secondary schools, which has injected new vitality into environmental education in China and made environmental education in China more closely linked with environmental education in the world. After 1996, the establishment of "Green School" has brought environmental education in China into a new stage. The contents of indoor environmental education include: basic knowledge of indoor environment, knowledge of indoor environmental detection and management, knowledge of indoor environmental standards, etc. , including the following awareness education.
1, indoor environment and human harmony consciousness education.
2. Indoor environmental pollution and human health awareness education.
3. Education on the right to know about indoor environmental quality and awareness of testing and evaluation.
4, indoor environmental pollution control awareness education.
5, indoor environmental quality standards awareness education.
6. Indoor environmental ethics education.