摘 要:当前,环境污染和生态破坏成为全人类面临的最严重的挑战,严重威胁到人类的生存和发展。一位国家元首曾说,环境恶化是人类面临的除核战争之外的最大的威胁。环境问题的日益恶化引起人们对教育的关注和反思。如果教育不能有效应对人类的生存危机,不能为人类的生存和发展问题的解决提供有力支持,这样的教育只能是失败的。教育迫切需要改革,以适应可持续发展的要求,通过教育传承可持续发展的理念,培养具有可持续发展观念的人。因此,联合国《21世纪议程》和1992年《里约宣言》对环境教育作出新的定位,即“调整到可持续发展教育的方向”。
可持续发展教育是对可持续发展战略的回应,它要求培养出具有环境保护意识、强烈的主人翁意识,富有责任心的现代公民。“环境德育”应该是21世纪素质教育中的新元素。可持续发展教育就中心内容而言是环境教育;就主要教育方法来说则是“探究式学习”。
以环境教育为中心内容的可持续发展教育具有综合性和跨学科性的特点,它不能局限于某一门或几门学科,一般国家都采取“渗透性原则”,即将可持续发展教育的理念渗透到各科教学内容和各种教学活动中。语文,作为中学的核心课程之一,理所当然应该在环境教育和可持续发展教育中发挥作用。
可持续发展教育最好的方式不是教条式的灌输,而在于贴近生活,在于形象化和情感化。语文的情感熏陶和潜移默化正好适应这一需要。语文学科人文性的学科性质,语文教学的文道统一原则,语文教材中丰富的环境教育资源,以及语文学科开放的、多元的、探究的教学特点,都决定了语文课具有开展可持续发展教育的得天独厚的优势。
在语文学科中渗透、融入可持续发展教育,实现可持续发展教育与语文学科教学的对接与联姻,是本课题研究的中心内容。课题从理论上阐明语文学科开展可持续发展教育的理论和现实依据、必要性、紧迫性、可行性,从实践上探索语文学科开展可持续发展教育的途径、方法、目标,从可持续发展教育的角度探讨语文教学改革的方向,促进可持续发展教育在语文学科教学中有目的、有计划地开展。
论文在引言部分提出问题,介绍研究的意义,现状等。为正文部分作铺垫。正文分四章。第一章扼要论述可持续发展教育的缘起和发展,第二章论语文学科开展可持续发展教育的可能性、必要性、历史反思和现状描述;第三章论述语文学科可持续发展教育的实施途径;第四章着重探讨语文学科开展可持续发展教育的方法——探究式学习。论文的重心在第三、四部分。本文将结合具体的教学案例,对实施途径和实施方法进行深入探讨。
关键词:语文 可持续发展教育 环境教育 探究式学习
Abstract :Currently, seriously threatening people’s existence and development, environment pollution and zoology destroy have been becoming the most serious challenge to our human being. As one chief of state said, except for nuclear war, environment deteriorate is the maximal threatening to the human. Environment deteriorate has caused people’s attention and reflection towards education. If education cannot powerfully support and efficiently reply to people’s existence crisis, it is unsuccessful. In order to fitting the requirement of Sustainable Development, bringing up people who have the idea of Sustainable Development, and delivering the idea of Sustainable Development through education, education should be innovated urgently. Therefore, the United Nations’ 21 Century Agenda and Rio Declaration in 1992 relocate the environment education to “the direction of education for Sustainable Development(ESD)”.
ESD, which requires to cultivate modern citizen who have environment protection awareness, strong sense of being the master of one’s own affairs and sense of responsibility, is in response to the SD strategy. “environment moral education” should be the new element of quality-oriented education in 21 century. The central content of ESD is environment education, the main teaching method is Inquiry Learning.
ESD, which is not limited in a certain subject or several certain subjects, has the feature of integrity and cross-disciplinary. Nowadays, many countries adopt “penetrability principle”, which embodies the idea of ESD in all subject’s teaching content and all sorts of teaching activity. Of course, as a core curriculum, Chinese should bring into play in environment education and ESD.
The best teaching method of ESD is not the instilling of dogma type but pressing close to life and visualizing. Chinese nicely fits to the requirement. Chinese’s feature of human culture and principle of unifying literature and moral, having rich resource of environment education in the teaching material, as well as open, pluralizing, inquiring character, decide Chinese has a unique advantage of carrying on ESD.
The central content of this research topic is how to embody ESD in Chinese teaching, and how to link ESD with Chinese teaching. The research topic illuminates the academic and realistic basis, necessity, urgency and feasibility in theory. It also gropes for the way, method and goal of carrying on ESD in Chinese. Besides, it discusses the direction of Chinese education innovation from ESD angle, so as to promote carrying on ESD in Chinese education on purpose and in a planned way.
The paper raises the question and introduces the significance and actuality of the research in the introduction, foreshadowing the text. The text consists of four chapters. The opening chapter dissertates the genesis and development of ESD in rough. The second chapter dissertates the possibility, necessity of Chinese’s ESD, turns over to think the history and describes the actuality of ESD in Chinese. The third chapter discusses the way of carrying on ESD in Chinese teaching. Finally, he fourth chapter particularly probes for the teaching method of ESD in Chinese teaching ── inquiry learning.
Key words: Chinese teaching, Education for Sustainable Development,environment education, inquiry learning
引 言
20世纪90年代以来,全球环境和与之有关的社会危机持续恶化,表现为贫穷人口的数量不断增加,贫富差距进一步扩大;生态环境持续恶化,资源短缺日益突出,环境污染越来越严重。这一切引起人们对教育的关注和反思。人们认识到,教育迫切需要改革,以适应可持续发展的要求;通过教育传承可持续发展的理念,培养具有可持续发展观念的人,是实现可持续发展的一条重要途径——可持续发展教育理念由此应运而生。它把教育视作推进可持续发展的基本力量。该理念的诞生很快与当前的教育改革相碰撞、衔接和融合,给教育带来了巨大的冲击和震撼,引领着教育改革的发展方向。在我国,实施可持续发展教育起步较晚,实施面很窄,由于中国基础教育的特殊性,尤其是教育的过于浓重的功利性色彩,可持续发展教育的实施和推进举步维艰,障碍重重。加上这些年来对可持续发展教育的理解存在观念上的偏差,往往将可持续发展教育等同于环境保护宣传教育,使可持续发展教育在我国的开展落后于世界。上世纪末本世纪初,中国社会呼唤可持续发展的呼声越来越高,可持续发展教育已经受到广泛的关注。在学校实施可持续发展教育成为迫切需要。在我国中小学,没有单独开设可持续发展教育方面的课程,可持续发展教育主要渗透于各门学科的教学之中。语文学科作为中小学基础和主干学科之一,如何发挥自身人文性、工具性、综合性的优势,承担起可持续发展教育的重任,是一个有待研究的课题。本课题主要研究语文学科中实施可持续发展教育的相关理论与实践问题,以可持续发展教育的视野来关照和研究语文学科教学改革,这对促进语文学科教学的改革创新、推进可持续发展教育的实施具有较强的现实意义。