Essay代写：Environmental education in Japanese schools

下面为大家整理一篇优秀的essay代写范文- Environmental education in Japanese schools，供大家参考学习，这篇论文讨论了日本学校的环境教育。对于日本学校来说，环境教育不是某个特定教学科目的问题，而是学校诸项教育活动的共同课题，应该融入学校所有教育活动之中。所以教师应对环境及环境教育达成共识，并相互合作共同达成环境教育之目的。这不仅是日本环境教育的方式，同时也是世界大多数国家共同采用的环境教育形式。

In the Belgrade Charter of 1975, the purpose of environmental education was defined as an environment of concern and development and its related issues, and the ability to acquire the necessary knowledge, skills, attitudes and practices as individuals and groups was developed to address current problems and prevent new problems in the future. In addition, six specific objectives for environmental education have been established, that is, to be concerned with the most relevant problems of the whole environment, to form its sensibility, to develop a basic understanding of the great responsibility and mission of the whole environment and its related problems and the human environment, to develop a strong sense of the value and environment of society and to participate actively in the protection and improvement of the environment; Develop skills to solve environmental problems; the ability to evaluate environmental conditions and educational plans from an ecological, political, economic, social, aesthetic and other standpoint, and to take action to address environmental issues in an effective manner, deepen awareness of the responsibility for environmental issues and the urgency of their events.

These six environmental education objectives: Care, knowledge, attitudes, skills, evaluation capacity and participation, can be said to be the basic framework of environmental education. It is also pointed out in the guidance materials of environmental education in Japan that the objectives of environmental education are: to be concerned with environmental and environmental issues, based on a comprehensive understanding of the relationship between human beings and the environment, to acquire skills, thinking and judgment that can solve environmental problems, and to form responsible behavior and positive attitudes towards the environment, At the same time, from the standpoint of protecting the environment, we should reconsider our way of life and the way of life as human being. This is in contrast to the specific objectives of environmental education as set out in the Belgrade Charter, where the objectives of environmental education in Japan are not fundamentally different from the five goals of care, knowledge, attitudes, skills and behavior. Just the target of the evaluation is gone. Instead, it is the goal of understanding lifestyles. This shows that environmental education in Japan pays more attention to the relationship between personal life style and environmental problems.

To sum up, environmental education in Japan is deeply influenced by the development of international environmental education, especially the idea of environmental education in the Belgrade Charter, as far as the aims and objectives of environmental education are concerned. The content of environmental education in Japan can be divided into two categories: the content that is directly related to environmental education and it seems that there is no direct relationship with environmental education, but if we understand and use it from the viewpoint of environmental education, we can still get the content of good environmental education effect. The latter has been given special emphasis on environmental education guidance materials.

This demonstrates the position of environmental education through the full and effective use of the teaching content in existing textbooks. Environmental education Scholars in Japan have put forward the viewpoint of environmental education and textbook development, and have an environmental education model. This kind of environmental education model thinks the content scope of environmental education can be divided into natural environment, energy, living environment, social environment, Earth environment and so on.

When you are teaching these things, there are three important points of view, one is to actively develop their own surrounding environmental education textbooks, the second is to set the core textbooks, the third is to cooperate with the development of the school year to develop teaching materials, in order to tie in with the school year development of textbooks, first of all must have experience learning, exploring learning,

The foundation of environmental education is experiential learning mode, second, to explore the learning model and the conservation Learning model, these studies are mostly integrated into the field of learning, and finally into the problem-solving learning model, it is the integration of learning stage, children will be through thinking and judgment to solve the problem of discovery, is based on practical action as the center stage. From the nature of analysis, environmental issues is a comprehensive problem, and social economy, science and technology, the living environment and many other aspects are closely related. Therefore, in school education, we should carry out environmental education through various teaching subjects. Therefore, environmental education is not a specific subject of teaching, but a common subject of school education activities, should be integrated into all educational activities of the school. Therefore, teachers should reach a consensus on environmental and environmental education and work together to achieve the goal of environmental education. This is not only the way of environmental education in Japan, but also the form of environmental education commonly adopted by most countries in the world.

Environmental education, like other education, must be adapted to the students ' development stage to choose and guide teaching materials. Japan's approach is that, for the lower grades of primary school, the Environmental Education Centre is a place where children are given more exposure to nature and the opportunity to experience natural things and phenomena, so that students can learn from the natural process to understand the truth of protecting nature. For the senior grade of primary school and junior high school students, the emphasis of environmental education is to let them directly face the environment-related things and phenomena, to form a concrete understanding of the environment, while guiding them to grasp the relationship between things and phenomena and the ability of causality and problem solving ability.

For high school students, should be able to master the comprehensive thinking and judgment of environmental issues, as well as the ability to make reasonable choices and will decisions, and cultivate their initiative to protect and improve the environment of the ability and attitude. Solving environmental problems, protecting and improving the environment is a subject that no one can avoid in a lifetime. Therefore, the conditions of environmental education not only refer to the whole nation, but also to each person from early childhood to old age should be concerned about and understanding of the environment and its relationship with people. That is, environmental education should be the basis of lifelong education, especially for children and students who are masters of the next century, it is very important for them to participate in, care for and understand the natural experience and life experience of the relationship between man and the natural environment. With the development of students, the environment has a wealth of sensibility and understanding, based on their ability to find and solve environmental problems, as well as the initiative to protect and improve the environment and the attitude of practical action ability.

In other words, environmental education should be a part of lifelong education. Since environmental education is carried out in conjunction with various subjects and comprehensive activities in schools, the objectives of environmental education must be consistent with the teaching objectives of various subjects and integrated activities. In terms of capacity and attitude objectives, any subject is the same. That is, the specific content of training ability in environmental education is problem solving ability, data processing ability, information processing ability, communication ability and evaluation environment ability.

The concrete content of cultivating attitude in environmental education is the attitude of care, willingness and attitude towards nature and social things and phenomena, subjective thinking, social attitude and belief of others, and tolerance of opinions. In addition, environmental education guidance materials also stressed that environmental education should not only be carried out in school education, but also in the family education and social teaching. Especially in the case of environmental education guidance materials, the environmental education related to the subject content, the teaching materials about environmental education, the effective use of teaching aids, the environmental education of experiential activities, the environmental education combined with the family and the region, and the coordination of the whole school activities are expounded in detail respectively. It is not difficult to see that the publication and distribution of this data will play an active and important role in promoting the development of environmental education in primary schools in Japan.

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