On the new curriculum standards for high school geography curriculum under the function of environmental education地理专业英语毕业论文1.doc
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1、On the new curriculum standards for high school geography curriculum under the function of environmental educationAbstract: The geographical characteristics of subjects determined to carry out its environmental education has a unique advantage. High school geography curriculum standards, from the ge
2、ography curriculum ideas, teaching objectives, teaching content, teaching methods and teaching forms and so on all-round environmental education and interpretation functions, for the geography curriculum to better carry out environmental education and provide a theoretical basis and guarantee . Keyw
3、ords: curriculum standards; high school geography; environmental education; function In April 2003 the Ministry of Education to develop a full-time high school geography curriculum standards (experimental) (hereinafter referred to as the standard 1), the right geography curriculum features an all-ro
4、und environmental education, interpretation. The nature of the geographical curriculum states: High School Geography courses are senior high school students to understand how human activities and the relationship between the geographical environment, establish the concept of sustainable development,
5、 a basic course; in the basic philosophy stressed: High School Geography Course to populations of concern, resources, environment and regional development issues in order to facilitate students to a correct understanding of man-land relationship, forming the concept of sustainable development, cheri
6、sh the earth, treat the environment ; in terms of course design ideas, clearly a high school geography curriculum was designed to be sustainable development as the guiding ideology, the people-land relationship in order to present the human face of population, resources, environment and development
7、issues as key areas to the preparation of teaching materials and teaching requirements. This shows that high school geography curriculum is a good carrier of penetration of environmental education. In order to better understand and grasp the geography curriculum standards for environmental education
8、 intended to play a geography curriculum standards for environmental education guide, this article from the geography curriculum ideas, teaching objectives, teaching content, teaching methods and teaching forms of meaningful aspects of The comb, in order to more effectively train students in environ
9、mental awareness. First, environmental education in geography teaching ideas guiding function Quality education, the main body of development, man-land relationship, sustainable development, together constitute the contemporary geography teaching ideas. These teaching ideas are all pointing to a fun
10、ction of environmental education. 1. Quality education in environmental literacy The full implementation of quality education in the field of basic education in China a profound revolution in its fundamental aim is to improve the quality of the people, in order to lay the foundation for cultivating
11、talents in the new century. The peoples basic qualities have a good environment for literacy has become essential for modern and future quality of people is one. Middle School Geography Teaching is an important component of basic education, duty-bound to shoulder the implementation of the burden of
12、promoting quality education. Geographic Education and the Charter, stressed: Geography is an important means to promote personal education, international education, and can also make a significant contribution to the environment and development. Thinking of the quality of education in geography cour
13、ses as a general guiding ideology, in the standard Foreword, course objectives, content standards and implementation of the proposed parts have been fully reflected. High school geography curriculum to implement the quality education provides a direct, unique platform for practical activities, but a
14、lso guide the conduct of environmental education. 2. Subjectivity of self-development of environmental education Since the 20th century, 50 years, with the main body of the field of education on human consciousness rising emphasis, the main sex education and traditional education as a fundamentally
15、different paradigm of education stepped onto the stage of history. Sex education is the main subject of developing students as the goal-oriented and values of education, its focus is student autonomy and initiative of the train, the highest achievement is to go beyond sex. 2 It abandoned the traditi
16、onal education students in which the status of the object, emphasizing students sense of improvement and the improvement of the main character, calling liberal, democratic and harmonious educational environment in a creative way to guide students to understand and practice to complete the body of kn
17、owledge of the practical construction of identification and subjectivity. 3 The main idea of sex education in high school geography curriculum has fully manifested. Standard proposed: emphasis on the issue of geographical exploration; promote independent learning, cooperative learning and inquiry-ba
18、sed learning, emphasis on the geographical observation, inspection, laboratory investigations and special studies and other activities; to meet the learning needs of students with different geographical, etc. The essence of education are the main ideas in the course of the implementation of geograph
19、ical and environmental education for students of self-provides a good opportunity. 3. Who coordinate the environmental concept Study of man-land relationship is the eternal theme of geography. In the long history of development of human society, the right understanding of man-land relationship forme
20、d a number of different theories. These theories, in essence, can be broadly grouped into three categories: one is to emphasize the role of the natural environment to human and social development of the land-based man-land concept, such as the geographical determinism; the second is that human socie
21、ty on the geographical environment the role of people-oriented man-land concept, such as voluntarism; the third is that human social and geographical environment interactions, such as the co-ordination theory of man-land relationship. The former two types of views, only emphasized the man-land relat
22、ionship in the one-sided causal relationship, with a clear one-sidedness, which is the human predicament and the crisis currently facing the root. Compared with the previous two types of point of view, the coordination theory of man-land relationship is the man-land relationship thinking a big step
23、forward in modern science to a correct understanding of man-land relationship. Since the beginning of the 20th century, 80 years, basic geography education co-ordination on the man-land relationship as an important guiding ideology to be implemented, now, attach importance to the coordination point
24、of view of education, geography educators have become an important geography teaching generally followedMind. 4 high school geography curriculum to man-land relationship, as the main line, by geography teaching the concept of environmental protection and awareness of instilling into the hearts of st
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