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气候问题与人类的生存与生活息息相关。气候变化的驱动、课程标准的要求、气候教育的复杂性和校外开展气候教育的优势,为开展气候教育及相关学习实践提供了空间与支持。在此背景下,学情的差异性与气候学习内容的多元性,决定了青少年学生的气候教育应以进阶式跨学科主题学习活动为主要形式。其中,课程是学生学习活动开展的聚焦点和落脚点,主题开发要针对不同学段开展进阶式气候变化主题课程设置,同时,要遵循跨学科主题学习实践的“六步法”,落实活动实践。 相似文献
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2011年5月11—12日,可持续发展教育国际论坛在广东省科学中心（位于广州大学城所在的小谷围岛内）举行。论坛由美国可持续发展社区协会（ISC）、华南师范大学环境教育中心、广州绿点青年环境教育中心主办,包括“基于社区的可持续发展教育”项目结题会、综合实践活动与可持续发展教育研讨会两个分会。 相似文献
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高中地理课程兼跨“科学”和“人文与社会”两个学习领域,其基本任务之一是“引导学生关注全球问题以及我国改革开放和现代化建设中的重大地理问题,弘扬科学精神和人文精神,培养创新意识和实践能力,增强社会责任感,强化人口、资源、环境、社会相互协调的可持续发展观念”。传统教育中,对科学教育的重视程度强于人文教育,未来社会发展的趋势之一是在科学发展和道德精神之间寻找平衡,反映在教育上,是科学教育与人文教育的并重与融合。 相似文献
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2004年教育部颁布的《中小学环境教育实施指南》明确要求,环境教育的实施主要依托现有的各学科以渗透方式进行。多年来,地理教育和环境教育在教育价值、核心概念和学习过程等方面的同质异构性已为很多的地理教育工作者所认同。学科特点决定了地理实际上已经成为正规教育系统中渗透环境教育的主要渠道。在高中地理选修课模块中独立设置了“环境保护”模块,更是从国家课程的层面充分彰显了地理教育对于社会可持续发展问题的特别关注和独特贡献。 相似文献
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何永彬 《云南地理环境研究》2001,13(Z1):67-69
全球性的环境变化和可持续发展战略的实施对地理的发展提出了新的要求.地理学的发展包含着地理研究和地理教育两方面内容,地理教育是地理研究、应用的延伸.以地理教育的内涵为基础,地理教育具有知识传播、推介运用、公益宣传3个重要功能;在社会发展、人的素质全面发展、地理学科发展的推动下,地理教育需要改革和创新,并且出现了地理教育社会化、实践化、现代化的新趋势,其重点是素质教育中的地理教育和社会公益中的公众地理教育.分析认为公众地理教育是重要的地理教育创新形式,要在理论和实践方面开展探索公众地理教育的创新途径. 相似文献
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研学旅行课程结合了研究、学习、旅行三个要素,是学校教育和校外教育相结合的客观要求和形式。地理实践力既是人们在实践过程中所具备的意志品质和行动能力,又是在面对地理实际问题的综合体现。文章以雪窦山为例,从确定主题目标、规划路线、设置任务、研学总结与评价四个方面来阐述研学旅行课程的设计与实施。 相似文献
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随着人口和经济的快速增长,城市环境问题尤其是水环境问题日益突出。新颁布的《全国环境宣传教育行动纲要(2011-2015)》也明确提出要强化基础教育阶段环境教育,在相关课程中渗透环境教育的内容,鼓励中小学开办各种形式的环境教育课堂。一、中学水环境教育需求在学校开展持续和深入的水环境教育,促进水环境问题的解决, 相似文献
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Abstract: For seven years, trainee teachers in the Pre-Service Secondary Teacher Education Programme at Massey University College of Education, Albany campus, have integrated their curriculum areas to model the processes school students could follow in environmental education and education for sustainable development using Motutapu, an island adjoining Rangitoto in the Hauraki Gulf Marine Park, as the context for their actions. Evaluation of the programme indicates that it is empowering to learn about connections between subject areas and the potential for school students to have a hand in creating a sustainable future and to participate in real world concerns. 相似文献
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《The Journal of geography》2012,111(6):251-260
Abstract This article is an overview of the curriculum reform in Switzerland in the 1990s. It describes the grass-roots reform process in geography education in upper secondary schools and its impact on the development of new teaching materials. These ancillary materials are based on teaching methods and strategies, the effectiveness of which are empirically shown by results. The teaching units complement the thematic and methodological aims in the national curriculum and the federal regulations and were designed through a partnership of teachers, teacher educators and scientists. They can be translated directly into the practice of teaching and are available free to teachers through the World Wide Web. 相似文献
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《The Journal of geography》2012,111(5):487-494
Abstract Although geography is being revived in the K-12 curriculum, preservice teachers—candidates for the teaching profession—now in our universities are not universally reaping the benefits of cooperative efforts of geography and college of education faculty. Reform is appropriate in both camps. Colleges of education, influenced by many agents, including Certificate/licensing regulations, accrediting agencies, professional organizations, and a stream of reform movements, are bringing education to the level of a true profession. The dimensions of the reform underway and several key players offer great opportunities for geography education and for improving the general climate for teaching excellence in institutions of higher learning. Candidates for the new teaching profession and their education faculty are teaching and learning collaboratively, and conducting research in diverse school districts. Geographers have new reasons and new opportunities to participate in the education of the geography teachers of tomorrow. 相似文献
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我国高校世界地理课程改革与发展再认识 总被引：1，自引：1，他引：1
本文简要回顾与反思我国高校世界地理课程发展历程以及全球化，信息化形势下课程改革与发展态势。从教育理念创新，课程结构创新，教材内容创新，教学方法创新等不同维度，探讨世界地理课程改革策略与方法，以其科学教育与人文教育的融合，以及自身丰富的科学。文化，生活内涵和个性化特色，推进课程教学创新与可持续发展。 相似文献
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The assessment task of the final course in a bachelor of secondary education program is examined for opportunities for preservice geography teachers to achieve the course aims of integrating, consolidating, applying, and reflecting on the knowledge and skills they have learned during their initial teacher education program. The results show that the preservice teachers did better in some areas (integrating, consolidating, and reflecting) than in others (applying). This has implications for curriculum renewal in geography methods courses—specifically to provide more opportunities for preservice teachers to practice applying the knowledge and skills they have gained during the program, essential for their future roles as senior geography teachers. 相似文献
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《The Journal of geography》2012,111(3):102-109
Abstract This paper addresses the neglect of social justice and social change in the undergraduate general education curriculum at a community college. The intended audience of this paper is community college instructors with heavy teaching loads of mostly general education courses. Without pretending to be a rigorous analysis of theories of radical pedagogy in the classroom, this article aims to balance a review of the discourse surrounding the undergraduate general education curriculum with examples of classroom practices. The first step in preparing our students to become agents of social change is to equip them with understanding and empathy, in the hope of ending the alienation that is a barrier to action. Assignments in general education geography courses are shared and reflected upon as a first step in grounding theory and introducing students to the struggle for social justice at home and abroad. 相似文献
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ABSTRACT. Recent attempts by U.S. politicians to reform the nation'sschools have shifted the goal of education to school accountability as assessed in standardized testing. Such an emphasis undermines geographical education in schools because of geography'ssuperficial representation in tests and in the social studies curriculum. Fieldwork done in the classroom can point to means of circumventing this dilemma. Collaborative fieldwork between college faculty members and public‐school teachers has the potential for adding geography to the social studies curriculum in a substantive way. Work conducted jointly by Hartwick College and the Oneonta (New York) Middle School exemplifies such a partnership. 相似文献
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《The Journal of geography》2012,111(5):163-172
Abstract One of the primary missions of our university is to train future primary and secondary teachers. Geospatial sciences, including GIS, have long been excluded from teacher education curriculum. This article explains the curriculum revisions undertaken to increase the geospatial technology education of future teachers. A general education class introducing geospatial technology to the general student body has been developed, a cartography class has been modified to provide applied geospatial experience explicitly for future teachers, and a service learning partnership with local K–12 schools has been established where students are working with teachers to integrate geospatial sciences in their academic programs. 相似文献
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《The Journal of geography》2012,111(5):505-512
Abstract The University of Alabama is now offering a new and innovative, five-semester program that provides preservice teachers with both knowledge of and skill in using strategies and teaching methods associated with general and special education. The goal of the Multiple Abilities Program (MAP) is to enable teachers to accommodate the wide range of learning styles and developmental readiness for instruction of all learners in a given classroom, regardless of the labels with which the children are identified. This article describes MAP in light of the geography strand of the MAP curriculum. MAP students work with five topics in geography, which they use to develop a greater understanding of how authentic teaching and learning of geography are mediated by cognitive, affective, and social needs of children. MAP students take a particular topic in geography and design and implement instruction for it by creating authentic learning activities that offer elementary school students an opportunity to explore the topic. The variety that is systematically planned into the activities is the major means of accommodating differences in cognitive ability, learning style, level of physical and social development, and cultural, ethnic, and socioeconomic diversity. 相似文献
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《The Journal of geography》2012,111(2):64-75
Abstract Most preservice teachers complete their social science course requirements in isolation from their social studies methods course. This paper reports the unique co-mingling of one interdisciplinary social science course (emphasizing geographic and environmental education) with the social studies methods for a cohort of undergraduate preservice teachers. Integrating parts of their curricula, instruction, assignments, and assessments through a co-mentoring process and action research project connected professors and preservice teachers with children and their environments. A review of the professors' process accompanied by a summary of preservice teachers' projects and reactions describes the classroom experiences and pedagogical outcomes experienced by each group. 相似文献