On environmental education in biology teaching in middle schools.
Abstract: Due to a series of unreasonable life behaviors of human beings, such as excessive population growth, serious environmental pollution and indiscriminate exploitation of resources, the world today is facing more and more serious environmental problems, which has attracted worldwide attention. As one of the important elements of the ecological environment, biology directly affects the change and development of the environment. As far as biology teaching is concerned, teachers' leading by example and popularizing environmental education will certainly play a key role in establishing students' environmental awareness. This paper discusses how to carry out environmental education in biology teaching in middle schools.
Keywords: middle school biology teaching environment, education environment protection
The United Nations General Assembly held in Copenhagen from June 5438 to February 2009 signed a new agreement on actions related to global climate change. The predecessor of the United Nations conference was the Earth Summit held in Rio de Janeiro in 1992, and the purpose of that summit was also to coordinate relevant action plans to meet the international demand of global climate change. Biological science is one of the leading disciplines in 2 1 century. With the rapid development of human materials, there have been a series of problems that need to be solved urgently, such as excessive population growth, increasingly serious ecological pollution and unreasonable exploitation of mineral resources, which have the most direct and close relationship with biological science. Therefore, it is imperative to infiltrate environmental education in biology teaching, which is also an important means and way to cultivate the widest environmental awareness in the whole society. Below, the author talks about his own views on how to carry out environmental education in middle school biology teaching.
First of all, combine the corresponding biology classroom teaching content, and carry out environmental education for students.
In biology classroom teaching, it is very important to teach students the basic knowledge and skills of biology. Classroom teaching is also the most important way and means for schools to educate students. Among all kinds of subjects in middle schools, biology course is undoubtedly a subject closely related to environmental protection. Therefore, biology teachers should make full use of the important channel of biology classroom teaching, conscientiously implement the relevant curriculum standards and teaching requirements, seriously study and fully explore innovative teaching content, find out the knowledge points combined with environmental education content in their usual lesson preparation and teaching experience, combine a series of basic biological knowledge and related basic skills, infiltrate the relevant environmental content in a planned and purposeful way, and explain the environmental education content consciously and purposefully. For example, when talking about plant photosynthesis, we can combine a series of environmental changes caused by plant photosynthesis with the functions of plants in regulating climate, purifying air, reducing noise, preventing wind and fixing sand, etc., with climate phenomena in different regions, urban air pollution, land desertification and other issues. Returning farmland to forests? With what? Returning farmland to grazing? Introduce students' consciousness. In the process of understanding environmental knowledge, we should pay attention to three points: first, grasp the combination of knowledge and expand the content in time, instead of blindly following the book; Second, according to the teaching content and curriculum requirements, grasp the infiltration of environmental education in biology curriculum? Weight? That is to say, we should grasp the proportion and penetration of environmental education content in biology teaching content, and avoid putting the cart before the horse in teaching content or teaching focus because of overemphasis on environmental education; Third, we should pay attention to the flexible use of methods, advocate heuristic education, and cultivate students' innovative thinking ability and consciousness step by step when infiltrating environmental education content in biology teaching, instead of teachers' compulsory indoctrination and students' passive acceptance.
1. Actively organize students to participate in extracurricular environmental protection and other interest group activities.
After class, the biology teacher can let students participate in the construction of the school's biological park, and organize the establishment of practical organizations or small groups such as Miss Environmental Protection Interest. On the one hand, students can cultivate various plants and raise small animals, and often carry out some small-scale biological experiments to cultivate students' interest in learning and exploring, and consolidate and develop classroom knowledge; On the other hand, in practice, teachers should pay attention to timely guidance and combine some activities with environmental education to guide and explain. For example, when students observe the life style of fish in the pond and study the physiological structure of fish, they can appropriately insert some environmental protection issues, such as what impact dumping garbage into the pond will have on the life style of fish and what harm it will have on the physiological characteristics of fish. In this way, one is to stimulate students' active interest through life examples, the other is to broaden their horizons, and the third is to stimulate students' awareness of environmental protection. This way of environmental education with examples can effectively stimulate students' sense of crisis and responsibility for environmental protection with its strong realistic impact, and lay a good foundation for them to form good environmental quality in the future.
2. Encourage students to actively participate in various social environmental protection practice activities.
Practice teaching is also an important form of environmental education. Teachers can organize and lead students to visit zoos and botanical gardens in urban areas, or take students to the suburbs to experience nature. Taking the vast nature as the classroom background, fully mobilize students' senses to listen, touch, smell and feel nature, actively give play to their subjective initiative to explore nature, gradually cultivate students' feelings with nature, and improve their sense of responsibility to consciously improve and protect the natural ecological environment. In addition, teachers can also use holidays to organize students to go deep into local nature reserves, ecological reserves and environmental pollution areas for on-the-spot investigation. Through the comparison of different environmental scenes in different places, they deeply realized that people are closely related to the climate, air, water and soil in the natural world, and destroying the environment is tantamount to self-destruction of a beautiful home, thus improving students' consciousness of consciously protecting the environment.
3. Use environmental protection festivals or environmental protection laws and regulations to carry out environmental protection publicity and education activities on a regular basis.
There are many environmental protection festivals every year, such as Earth Day, World Environment Day, World Population Day, World Land Day, China Arbor Day, China Bird-loving Week and other related festivals. The relevant environmental protection laws and regulations promulgated in China include: environmental protection law, wildlife protection law, marine environmental protection law, forest law, air pollution prevention law, water conservancy law, etc. Schools can regularly organize students to study these festivals and related laws and regulations, hold lectures on environmental protection knowledge on related topics from time to time, and organize students to give lectures on environmental protection or essay competitions; You can also use the theme blackboard newspaper and publicity column to carry out the whole school publicity exhibition, popularize and improve students' awareness of environmental protection participation.
Third, the conclusion
Protecting the environment is the basic public moral consciousness that every citizen should have. It is necessary to consciously cultivate and improve citizens' awareness of environmental protection to curb the deteriorating situation in World Environment Day today. Infiltrate environmental education in middle school biology teaching, organically combine environmental protection with relevant ecological knowledge, actively organize students to participate in various environmental protection activities, and cultivate students' awareness of environmental protection. Starting with teenagers, widely established? Protect the environment, starting from me, starting from the little things around us? The concept of. Let students establish environmental beliefs, consciously develop environmental habits, and let? Care for the earth and cherish life? Become the goal of the whole society.
References:
Hu Chaoxia, Liu Xueshan, Huang Shujun. On environmental education in biology teaching [J]. Environmental Education, 2002, (1).
[2] He Liping. On environmental education in biology teaching in middle schools [J]. Basic Education Research, 2006, (10).
[3] Wang Shufang. On the Necessity of Environmental Education in Biology Teaching [J]. Academic Weekly, 20 10, (12).
[4] Yan. On biology teaching and environmental education [N]. Ningde normal university Journal, 2002, (3).
[5] He Wei. On the infiltration of environmental education in biology teaching [N]. Journal of Changchun Institute of Education, 2008, (1).
Investigation report on the present situation of environmental education in geography teaching in rural middle schools
On the basis of investigation and study, this paper deeply analyzes the problems existing in environmental education in geography teaching in rural middle schools and points out the existing problems. At the same time, the article also points out the direction that environmental education in rural middle schools should take, that is, to establish their own school-based curriculum for environmental education.
Keywords: rural middle schools; Geography teaching; environmental education
China Library ClassificationNo.: G633.5 Document ID: A DocumentNo.:1671-1297 (2008)10-046-01.
From September 2007, the author began to study the phenomenon of environmental education in geography teaching in Renda Middle School in Jingning County, Gansu Province. That is, through the questionnaire survey of students, interviews with relevant teachers and the author's usual observation, we can understand the basic situation of the implementation environment of geography education in Renda Middle School in Jingning County.
First, teachers.
Through interviews with three geography teachers, Gao Xiyan, Zhao Anguo and Zheng Jianming, and the author's objective evaluation (the author is also a geography teacher at Renda Middle School in Jingning County), I learned that:
(A) the professional level of teachers in the environment is not high.
There are four geography teachers in our school, none of whom graduated from geography. Among them, Gao Xiyan's professional background is secretarial major, Zhao Anguo's professional background is Chinese major, Zheng Jianming's professional background is political major, and only the author is an environmental science major. After interviewing teachers, I learned that they lack knowledge about the environment. They are all from liberal arts, and they don't know much about many environmental problems. They can't answer the environmental questions raised by some students accurately. In environmental education, they just summarize and synthesize the knowledge in textbooks. In fact, they are still very confused about many problems.
(B) the understanding of environmental education is not in place
Jingning County is a famous education county in Gansu Province. In recent years, the number of undergraduate students 1000 people can be described as fruitful education. But here, both schools and society are very concerned about students' further studies, and teachers are under great pressure. It is for this reason that teachers' teaching purpose has shifted to students' further studies, so the focus of teaching work has shifted to examinations, and quality education has naturally been placed in a secondary position.
Environmental education originally paid more attention to the improvement of students' quality, but the lack or deviation of this understanding made environmental education ignored here. In the interview, it is not difficult to find the environment where teachers lack professional knowledge. However, in order to complete teaching tasks and improve students' test scores, their teaching focuses on geography courses and pays little attention to environmental education. They only teach what appears in textbooks and must be taught, but rarely leave homework for students in these courses. They feel that environmental education is not very important and involves less. Even when it comes to environmental education, they are just simple professors.
Second, the students.
Through the questionnaire survey, it is found that students have many defects in environmental knowledge and consciousness, which are as follows:
(A) incomplete system of environmental knowledge
Students' environmental knowledge is not comprehensive and systematic, which is manifested in: 1, and the concept is vague. None of the environmental protection knowledge terms involved in the questionnaire are understood by all students. 2. Incomplete knowledge. For example, in environmental education, it is often mentioned that the per capita cultivated land area, per capita water resources and forest area in China are unknown (although most students still know the population of China and the world), which shows that there are great loopholes in knowledge.
(b) Environmental issues are not comprehensive enough.
This is mainly manifested in the incomplete understanding of national and global environmental problems on the one hand, and the neglect of specific environmental problems and measures in one's hometown and surrounding environmental problems in one's life on the other. If it is also a major environmental problem facing China, students' understanding of water pollution is worse than that of land desertification, and their understanding of biodiversity protection and soil erosion in China is relatively worse. Students realize that the environmental pollution in China is very serious, but they don't know which aspect is serious, let alone the environmental protection measures running around them. Few students pay attention to any environmental problems in the environment where they live, such as campus or community.
(3) The attitude towards environmental protection is not positive enough.
In the face of what I think is a serious environmental problem, we should not try to solve it, but make excuses, or let it go, or try something. Do you resolutely stop or be self-righteous in the face of behaviors that run counter to environmental protection? Innocent? And the content, or just mind your own business, or let it go. For example, in the face of white pollution, 70% people have an excuse to still use plastic bags; In the face of the harm of waste batteries, 76% people turn a blind eye; In the face of mountains of garbage, except? Doesn't matter? And then what? No support, too much trouble? Besides people, there are 22%? Garbage is not classified, but waste is used? ; Faced with the garbage in the drawers of laboratories and computer rooms in Man Cang, 15% and 47% people are just? Unbearable and? I won't leave any rubbish there? It's just that only 7% people? Stop others if you don't do it yourself? ; In group activities, 15% people just want to take their own garbage, no matter what others leave behind; 5 1% of people only said that they would not leave any rubbish in the waste paper in the laboratory, computer room drawers and on the ground.
(d) Lack of environmental responsibility
Students' sense of environmental responsibility only stays in words. There are 82% people who think that everyone has a share in environmental protection, while only 8% and 13% people? Like it very much? And then what? Willing to spend part of your pocket money on environmental protection. Not to mention, there are people who are unwilling to spend their own money and their parents' money on environmental protection.
(E) lack of self-discipline in environmental protection.
Few students show positive environmental behavior. When investigating the behavior of saving paper in order to avoid the great pressure of papermaking on the environment, except? Don't understand? And then what? Don't want to know? Except for 75% people, 75% people need to be reminded to save paper. In order to reduce the use of batteries for environmental protection, 44% of people still need teachers' requirements. 47% people are disciplined in maintaining the hygiene of campus, classrooms, laboratories and computer rooms. The survey results and students' usual observation results prove that students lack self-discipline in environmental protection, indicating that students' ability to live in peace with the environment needs to be developed and improved.
Three. conclusion and suggestion
To sum up, rural middle schools have not really carried out environmental education. The main reason is that the educational goal of rural schools is distorted, which leads to the distortion of teachers' teaching goal, and the final result is that teachers do not pay attention to it. Students' poor environmental awareness is due to insufficient teacher education, and the particularity of rural environment leads to students' lack of sensitivity to environmental problems. Therefore, environmental education cannot be actively carried out.
In addition, unlike cities, rural areas have their own special environmental problems. For local special environmental problems, there is no textbook, so students have not learned relevant knowledge at school. Visible, only the national curriculum, no local curriculum and school-based curriculum, is another major defect of rural environmental education. Therefore, it is necessary for regional and rural middle schools to build their own local and school-based courses on environmental education.
refer to
[1] Yang Zhenqiang. Environmental awareness education [M]. Beijing: Science Press, 200 1.
[2] Tianmei Huang. On environmental education in middle school geography education [J]. Guizhou Education, 2006, (9).
On the teaching of environmental education in middle schools The third part permeates environmental education in middle school chemistry teaching.
Abstract: With the development of economy, the living environment of human beings is facing increasingly serious pollution. The characteristics of chemistry itself determine that it is very necessary and feasible to infiltrate environmental education into chemistry teaching.
Keywords: environmental chemical infiltration method in middle school chemistry teaching
First, the necessity of middle school chemistry infiltration of environmental chemistry knowledge education
With the rapid development of science and technology, more and more prominent environmental pollution problems have brought many disasters to mankind, seriously threatening human safety, and protecting the environment has become the common cause of all mankind. As the largest developing country in the world, China's economy is booming and its environmental pollution is becoming more and more serious. The severe environmental crisis makes us realize: strengthen environmental education and improve people's awareness of environmental protection. The middle school stage is a critical period for a person's growth and development. Combined with the characteristics of the subject, strengthening the education of students' environmental awareness in middle school chemistry teaching has a subtle effect.
Many chapters in the new textbook involve environmental protection. This paper introduces the causes and harms of these pollutions in detail, and especially points out that global environmental problems such as air pollution and water pollution are threatening the survival and development of human beings. Protecting the natural environment has become an important topic to realize the sustainable development of human society. Incorporating environmental education into the school's teaching plan, teaching materials and teaching can cultivate students' environmental awareness, make them understand the environmental situation and consciously participate in environmental protection activities. Infiltrating environmental education in chemistry class can not only broaden students' knowledge, but also let students know the seriousness of environmental pollution and enhance their awareness of environmental protection.
Second, the feasibility of middle school chemistry infiltration of environmental chemistry knowledge education
Chemistry is a natural science based on experiments, which is closely related to society and environment. Teachers can infiltrate environmental education in teaching in the following ways.
1. Environmental education in chemical experiments.
Chemistry is a subject based on experiments. Experimental teaching is not only an important part of chemistry teaching, but also an important means to influence students' environmental awareness. Protect the environment, starting from classrooms and laboratories, starting from yourself. In the demonstration experiment and student grouping experiment, there are? Waste gas, waste liquid and waste residue? The process of dealing with these problems is a good opportunity to cultivate students' good environmental behavior habits. In a sense, the environmental pollution in schools mainly comes from chemical experiments. In recent years, the number of experiments has increased and the dosage of drugs has increased. In chemical experiments, students should try their best to discuss and improve the experiment without affecting the experimental results, so as to minimize the pollution to people and the environment during the experiment. Some wastes can be turned into valuables after simple treatment. The residue of oxygen produced by potassium permanganate can be used as a catalyst for the decomposition of potassium chlorate to produce oxygen, and the final residue can also be used as the color reaction of potassium or as a high-quality fertilizer for flowers and trees, so that students can develop excellent quality of protecting the environment and benefiting mankind in chemical experiments. Micro-experiment is an important trend of international chemical experiment teaching reform at present, and its operation technology is an experimental method to obtain obvious reaction results and accurate chemical information with as few reagents as possible. In micro-experiments, because the amount of reactants and products is very small, the pollution of harmful substances to the environment can be minimized. Micro-experiment fully embodies the principle of reduction in green chemistry, that is, reducing the dosage of drugs and reducing? Three wastes? Emissions). Therefore, it is of great significance to organize students to carry out activities such as making miniature experimental instruments, environmental protection experiments, and harmless experiments. Improving pollution experiments can further deepen students' understanding of environmental protection, cultivate students' experimental inquiry ability, and pay attention to cultivating students to observe and demonstrate the standardization of pollutant discharge experiments.
2. Establish environmental awareness through multimedia and visual teaching.
When learning this section of environmental protection, multimedia teaching is adopted. Play screen: untreated industrial wastewater is directly discharged into the river, and the water is black, the river is covered with dead fish, red tide phenomenon, and people drink polluted water and get serious skin diseases. Today, people are madly cutting down forests, arbitrarily exploiting underground mineral deposits, indiscriminately applying fertilizers and pesticides, and dumping harmful industrial wastewater. The surface of the earth is full of holes and scars. Deforestation, indiscriminate excavation and forest disappearance have caused serious soil erosion, land desertification and sandstorms. Shi Wei intuitively saw that pollution threatened the survival of human beings and directly threatened the ecological balance of the whole biosphere. Let's put another set of pictures: Wudao Park, which has been treated by chemical and biological methods invested by the government, has clear rivers and pleasant scenery. At this time, students will feel the beauty of nature, realize that the beautiful environment is closely related to their own study, and are willing to study chemistry knowledge seriously, and use chemistry knowledge to do more environmental protection work in the future. Through the above-mentioned teaching methods, students not only master the related concepts of environmental protection, but more importantly, the awareness of environmental protection has been rooted in students' minds, and they have strengthened their understanding of the importance of environmental pollution control.
3. Use research topics to stimulate the consciousness of conscious participation.
It is a more ideal strategy to infiltrate environmental protection knowledge into in-class and out-of-class, from subject classroom teaching to research-based learning with more open, problematic, comprehensive, social, practical and hierarchical characteristics. Proper arrangement of research topics in teaching can make students think and analyze some problems comprehensively, deepen their understanding and stimulate their awareness of independent participation. For example, to discuss the water resources in this area, students wrote Water Pollution and Waste, collected a lot of information, investigated a lot of data, and visited the environmental protection department, so that students can deeply understand the importance of protecting the environment. Research projects are no longer a burden, and a strong thirst for knowledge and social responsibility run through the whole research process. Every step of progress excites students, thus inspiring them to consciously participate in protecting the environment.
4. Organize environmental protection topics to enrich environmental protection knowledge.
Special lectures on environmental protection can not only increase students' knowledge of environmental protection, but also be an important way to carry out environmental legal education. In chemistry teaching, should we pay attention to holding it regularly? Environment and chemistry? Knowledge lecture. The content of environmental protection lectures is related to textbooks, such as the composition of air, introducing students to the formation, function and harm of ozone layer, introducing air quality, drinking water quality and factory sewage discharge, and analyzing the punishment cases of environmental pollution in some local factories. Make full use of the school bulletin board to display the common sense of environmental chemistry science. For such a special lecture, students will be willing to listen and accept it easily.
5. Strengthen extracurricular activities in chemistry.
Students' environmental awareness and concept can also be improved by organizing students to carry out extracurricular chemical practice activities and environmental knowledge competitions, making chemistry and environmental blackboard newspapers, allowing students to directly participate in environmental protection, environmental monitoring and other activities, effectively improving students' environmental awareness and enhancing their sense of environmental responsibility and mission.
In short, environmental teaching of chemistry in middle schools should determine the teaching content and teaching methods according to the psychological characteristics, knowledge level, practical acceptance ability of students of different grades and the specific characteristics of local environmental problems, so that students can initially have the ability to judge and deal with pollution, have the sense of ownership of environmental protection, understand the main environmental factors, and have the ability to initially understand and evaluate the environment, and make contributions to environmental education in China.
References:
[1] Dai Shugui. Environmental chemistry [M]. Beijing: Higher Education Press, 1997.
[2] Xia Shiyi. Infiltration from discipline to research-based learning [J]. Environmental Education, 2003,36 (1):11-12.
[3] Zhang Ling. A series of environmental education activities start with small things around us [J]. Environmental Education, 2003,36 (1) 41.
[4] Will Zhang. A Brief Talk on Inquiry Learning of Chemistry [J]. Reference of Chemistry Teaching in Middle Schools, 2003,235 (3): 20-21.
[5] Xing Wu. Chemistry teachers must read Nanjing Normal University Press, May 2005.
[6] Liu Jiangtian. Practical Research on Problem Solving in New Curriculum Teaching —— Junior Middle School Chemistry, February 2006.
Recommendation of teaching papers on environmental education in middle schools;
1. Environmental Education Papers
2. Junior high school environmental education papers
3. Model essay on the work plan of environmental education and teaching in middle schools
4. Papers on kindergarten environmental education
5. Junior high school chemistry teaching papers
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