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1、Geography Teaching in Middle School Environmental Education Abstract In this paper, the perspective of secondary school geography teaching geographical subjects to talk about the infiltration of ways and means of environmental education. 1. Dig geography textbooks, infiltration environmental educati
2、on. 2. Combination of National Education and the local geography, students view of the right environment. 3. A variety of teaching methods and forms of combination of penetration in the classroom teaching environmental education. 4. Innovative classroom teaching. 5. Out of the classroom to carry out
3、 a variety of environmental protection activities. Key words geographic materials; environmental education; National Education; local geography; Innovative Classroom Todays world, population, resources, environment and sustainable development have become the focus of attention in many countries, peo
4、ple living in the environment of such problems on the surrounding environment can not shirk responsibility. Environmental issues have become a hot issue of much concern, and environmental deterioration has been the whole of mankinds survival and development sounded the alarm, and enhance peoples awa
5、reness of environmental protection has become a pressing task. Environmental Education in schools has become an important component of quality education, the reform of the current teaching an increasingly important area. As educators, should make use of their own disciplines characteristics, efforts
6、 to promote environmental education, in training high-quality talent in the 21st century, give play to their subject strengths. Here I try from the perspective of secondary school geography teaching geographical subjects to talk about the infiltration of ways and means of environmental education. An
7、 in-depth digging geography textbooks, infiltration environmental education. High school geography textbook knowledge system is based on the Earths environment as the beginning of the universe, followed by about mankinds survival of the natural environment, that is, atmospheric environment, marine e
8、nvironment and terrestrial environment, and then to learn production and life of mankind in the formation of the corresponding human environment, that is, agricultural , industrial, urban and transport, and finally comes down to the relationship between humans and the environment, and how to coordin
9、ate the relationship between humans and the environment and take the road of sustainable development. Environmental education is like a red line runs through the entire training materials. Nine-year compulsory education in junior high school geography textbooks, book 4, not only in various chapters
10、highlight the man-land relationship, environmental education, and foster environmental concept, and in some cases a separate chapter to environmental protection, in particular, emphasized that earth is the home of mankind, nature dependent life and death with our friends. We want to rational use of
11、natural resources to meet human needs of social production and life; but also a good care of it, protect it, it is not compromised, always lively, with human harmony development. Teachers should be fully excavated materials and study materials in environmental education elements in the teaching proc
12、ess in a planned and purposeful penetration of environmental science knowledge, and environmental moral education. For example: When studying the High School Geography fourth element of natural resources and natural disasters, you can put each of the State Environmental Protection Administration ann
13、ounced the China Environmental Status Communique into the classroom, the use of Communique to guide students to analyze the statistics of Chinas the current atmospheric environment, water environment, marine environment, and urban environmental issues, trends, concern for Chinas climate change, wate
14、r pollution, atmospheric pollution and utilization of land resources and natural disasters, changes in the degree of attention to our government counterparts the various environmental protection measures and action and the results achieved in recent years to understand Chinas current focus on enviro
15、nmental protection; the same time, also through the use of slide projectors, videos and wall charts, will be environmental protection, some informative and interesting content of the organic integration into the classroom in making learning fun, so that students in a relaxed, pleasant and positive a
16、tmosphere in the classroom receive environmental education. Such as: High School Geography second unit referred to in section VII of the global environmental problems - global warming. First of all you can provide students with reading material greenhouse effect analysis to allow students to think:
17、Why will produce the greenhouse effect? Secondly, the students watch the greenhouse effect in the teaching video, and discuss the summary of the major impact of global warming. Finally, watch the greenhouse effect on the development of educational video, combined with background knowledge has been t
18、hought and discussed. Man-made greenhouse effect of factors on the extent of the main source of greenhouse gases from our current production and lifestyle of the link between. Through the above teaching and learning activities so that students acutely aware of the greenhouse effect on human survival
19、 and development of the adverse impact to practical action to contribute to mitigating the greenhouse effect, ideas and awareness into concrete actions, thereby achieving the purpose of environmental education. 2, combined with national education and the local geography, students view of the right e
20、nvironment. A countrys situation, including its geography, history, politics, economy, military, cultural, educational and other aspects of the content. Geographical environment in which the basic situation of the state, nation relies for survival and development of the necessary conditions, in part
21、icular on productivity and economic development is of great significance. In geographical teaching, should be combined with Chinas basic national conditions, not only talk about Chinas vast land, mountains, beautiful face, but also talk about a large population and frequent natural disasters, resour
22、ce destruction, environmental pollution and other negative side, to the point of view of dialectical materialism to understand the environment the strengths and weaknesses, enhance environmental awareness of students, establish the correct environment for students to view. Across the country for rap
23、id economic development, especially in the development of small cities and towns are springing up, whether it is urban construction, population, or an industrial scale are rapidly expanding. But because people only focus on economic benefits, while ignoring the ecological and social benefits, and ev
24、en at the expense of the environment to pursue economic development, leading to air pollution, water pollution, solid waste pollution is getting worse. In the teaching process, we should combine these issues and strengthen environmental education for students, and consciously protect the birth and I
25、 take care of me this piece of land. Reposted elsewhere in the paper for free download http:/ Third, a variety of teaching methods and forms of combination of penetration in the classroom teaching environmental education. At present, the focus of environmental education is not only a systematic way
26、to teach environmental science knowledge to students, is more important is teaching students to correctly understand and deal with environmental issues, training students the correct environmental awareness and environmental ethics, to develop a good environmental behavior. Therefore, the simple tra
27、ditional method of teaching environmental education, is clearly not feasible, in Geography Teaching, in conjunction with a variety of channels and forms of environmental education. For example: the use of role-play method to enable students to play a specific role in environmental case in the class,
28、 let them collect the relevant information with their roles, and then play activities, according to their position on the role of the views set out in public. For example: On the Three Gorges Project Construction, the students were to play all the roles, such as: economists, environmental scientists
29、, engineers, government officials, residents and other construction projects. Hold public hearings, so that they can set out the views of the project; role of government officials described the purpose of the construction of the project; economists described the role of the earnings of the project;
30、environmentalists described the role of the project will be on the environment what impact, such as the project on its surrounding environment and living conditions, the impact of works such as deforestation, land encroachment and other consequences of a damaged natural environment, and project cons
31、truction will bring about any new environmental problems and propose constructive suggestions to avoid the problem ; described the role of the local population works on their normal lives. After the parties have expressed their views, as the role of government officials again proposed the building o
32、f the program revisions. Finally, the teachers in his capacity as arbitrator, objective analysis of the construction of Three Gorges Project, the environmental problems in the analysis process to allow students to continue to challenge the position of their own roles, from teacher to answer. Summary
33、 The purpose is to enable students to learn to listen and accept the views of people in different fields, so that their activities involve environmental problems and their solutions to reach a consensus view, and thus enhance their environmental awareness. In addition, classroom teaching, can also i
34、ntroduce more developed countries, successful experiences in environmental protection and their students in environmental protection efforts, which foster their awareness of environmental protection there is a potential role; the same time, but also enhance environmental legal education, combination
35、 of teaching content appropriate to the promotion of environmental law students to enable students to understand the damage to the environment and natural resources is not just moral issues of civilization, as well as touch on questions of law in environmental protection in its understanding of the
36、rights and obligations, enhance their environmental awareness. Fourth, innovative classroom teaching methods. Classroom teaching is the subject of geographical penetration of the main channel for environmental education, teachers, teaching content through an integrated, innovative teaching methods,
37、make full use of television, slide projector, projection, multimedia courseware, so as to increase the teaching in the classroom teaching capacity of virtual for real , of far more recent, of quiet for the move, to mobilize the students interest in learning and inspire students to learn initiative a
38、nd enthusiasm. If students of landslides and debris flows rather unfamiliar, classroom teaching, teachers can combine the courseware to the students about the dangers of debris flow: blocking rivers, the destruction of cities and towns, the destruction of roads, to peoples lives and property, produc
39、tion activities and the environment caused great harm . And guide students to analyze the causes of landslides: The first mountain rain-prone; second is human destruction of vegetation, so that the flow velocity increased surface runoff, in which human reason is an important reason for more frequent
40、 landslides. This means innovation through teaching, so that the depth and breadth of classroom teaching in both expanded considerably expanded both the thinking ability of students, but also enhanced the effect of environmental education. 5, out of the classroom to carry out a variety of environmen
41、tal protection activities. The formation of environmental awareness must rely on the students practice, and only in their practice can be demonstrated. Therefore, the penetration of environmental education in geography teaching, we must be out of the classroom, towards society, in extra-curricular a
42、ctivities and real life access to information, analyze problems, propose programs and activities, in practice the application and testing. Such as: invited to EPA expert seminars. The annual 6.5 World Environment Day, 3.12 Tree Planting Day and other anniversaries as an opportunity to carry out a se
43、ries of publicity and education activities, such as: environmental protection, knowledge, held in the school photo exhibition; through the school TV network, Zhutibanhui, blackboard, environmental protection and carry out other forms Shouchao Bao colorful, lively green campaign. involvement in envir
44、onmental activities in the whole school, invented the protection of the environment starts with me environmentalist trend: each class were all set up waste separation bins; in the whole school set off to save paper, waste paper to use the globe. organized students to visit the unit discharge of poll
45、utants, understanding the process of sewage and exhaust gas treatment, strengthening the students for the local environmental conditions of perceptual knowledge, but also deepened the knowledge of the environment of rational learning. a number of activities to enable students to their own design ele
46、ments, and fully mobilize their enthusiasm to learn, initiative, such as the environmental situation in a given region to conduct a survey, inspection, monitoring, to enable students to direct contact with the community, access to such first-hand information. And to collate data, the relevant issues
47、 to the executive branch reflected, or write a small paper, and strive to enhance the sense of responsibility is small guards, so that they really care about and participate in up to the actual problem-solving. Reposted elsewhere in the paper for free download http:/ In short, geography, environment
48、al education discipline penetration there are many ways and means need to keep teachers in teaching practice to explore and testing. Only teachers in environmental education from the importance of clear thinking, bold and fully absorb and learn all the fine achievements of civilization at home and a
49、broad, find out the entry point for enhancing the pertinence and be able to find more in teaching activities and better carry out infiltration environmental education, new ways and new methods. 【References】 1 Yuan Zhenguo. Contemporary pedagogy. 2 Curriculum Reform Experiment communications. 3 Tao Xuezhong compiled. Foster innovation. 4 Zhu Guangqian. Some thoughts on the current education reform.
