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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
25、udents so that students develop a correct view of the environment. 4. Realm of environmental education for sustainable development Sustainable development is one face of the global population explosion, lack of resources and energy reserves, natural disasters, environmental degradation and imbalance
26、d development of a series of major issues threatening the survival of mankind put forward. It is the highest pursuit of man-land relationship level, is the ultimate goal of environmental education. Geography is a discipline of sustainable development and human survival of the physical environment as
27、 the basic content of the subjects. Which determines the new geography of sustainable development is not only thinking of high school geography curriculum is an important guiding ideology. The guiding ideology in the standard in every part of the fully reflected, as in Introduction section, straight
28、 to the point that: Modern scientific community to be able to understand the national population, resources, environment, social development, on the basis of coordinated , establish the concept of sustainable development, the formation of civilized life and mode of production. ultimate environmental
29、 education, namely, sustainable development, environmental education in high school geography curriculum to build the overall framework. Second, geography teaching goals of environmental education and implementing functional Geography teaching geography teaching objective is to achieve the final res
30、ult. The overall objective of high school geography courses require students to clearly establish the scientific concept of population, resources, and environmental values and sustainable development. In order to target specific high school geography curriculum goals and from the knowledge and skill
31、s, processes and methods, emotional attitudes, and values were further expressed in three dimensions. 1. Knowledge and skills objectives High school geography curriculum goals of knowledge and skills required: access to the earth and the universe, basic knowledge of the environment; understanding of
32、 mankinds survival of the natural and geographical environment, the main features, as well as natural and geographical environment, the relationship between the various elements; understanding of human activity on the Geography the environmental impact of human geography to understand the formation
33、and characteristics of the environment; understand the meaning of sustainable development and major channels; recognize regional differences, understanding of regional sustainable development and address the major problems facing channels; learn independently or in cooperation Earth observation, geo
34、graphic experiment , Geological Survey; to master reading, analysis, charts and geographic data using geographic skills. This knowledge and skills in environmental education objectives (to help students to obtain knowledge of the environment and environmental issues so that they have the ability to
35、make scientific judgments; the development of students to identify, analyze and try to resolve environmental problems, skills 5 (9293) basically is consistent. 2. Emotion, attitude and values of target High school geography curriculum objectives emotion, attitude and values required: attention to Ch
36、inas environment and development status and trends, enhance love their motherland and hometown feelings; to understand the global environment and development issues, understanding the value of international cooperation in the initial formation of the right global consciousness; enhance resources and
37、 environment protection awareness and legal awareness, the formation of the concept of sustainable development and enhance care and care for the environment of social responsibility, develop good habits. This is the values of environmental education goals (to establish the correct values towards the
38、 environment and attitudes so that they fully understand the environment on the important value of human society, the formation of a new type of environment and development concept 5 (9293) is also very consistent. Third, the content of geography teaching environmental education to implement functio
39、nality UNESCO recommended environmental education programs, involving geography, biology and other disciplines, but most are those relating to the teaching of geography curricula related to the content. 6 Standard in the course content system, whether it is a compulsory module or elective modules ar
40、e based on currently facing humanity population, resources, environment and development issues as key areas in order to man-land relations and sustainable development as the core subject , and thus the main line to build, expand, and the curriculum. Standard in the concept of a large number of popul
41、ation, resources, and environmental concept, sustainable development concept, linked to teaching content. Not only the compulsory modules and elective modules, all cells are infiltrating the content of education for sustainable development, but also comprise a dedicated unit compulsory module discus
42、ses the basic concept of sustainable development and promote the strategy, an elective module also separate a module Environmental Protection to elaborate the environmental problems and environmental protection. Can be said that high school geography curriculum in order to penetrate environmental ed
43、ucation provides a wealth of material, assuming the main elements of environmental education. Geography teachers should make full use of these materials, in-depth digging high school geography curriculum in environmental education elements, links, Geography teaching and environmental education. 1. P
44、opulation Geography curriculum to make students understand the relationship between population and the environment, to understand the population growth on the Earths environment and resources to bring pressure. Standard secondary compulsory modules listed in the Population and the City the teaching
45、content, requirements analysis of different patterns of population growth and geographical distribution of the main features; example of the main reasons for migration; give a reasonable capacity of the environment and population carrying capacity the difference. 2. Resources Geography curriculum to
46、 make students understand that human resources are the basis for survival and development of mankind in the development process which must be caring for these human resources to survive. Standard compulsory module called a certain natural resources, as an example to illustrate the productive forces
47、in different conditions, natural resources, the quantity and quality of human survival and development of meaning; to a region, for example, analysis of energy and mineral resources in the region The rational development and the relationship between the regional sustainable development. standard ele
48、ctive module requirements, said sea water, marine chemical resources, seabed mineral resources development and utilization of the characteristics and current status; say tidal energy, wave energy and other characteristics, as well as the development of ocean energy prospects; the use of information
49、on the living marine resources development and utilization of existing problems and countermeasures; the type of tourism resources, distribution and comprehensive evaluation. optional module Environmental Protection in a special list of resource issues and utilization of resources, and protect the content and demanded that examples of the major resource problems and their causes; examples of non-renewable resource c
