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Lucas environment education

2018-10-31 来源: 51due教员组 类别: 更多范文

下面为大家整理一篇优秀的assignment代写范文- Lucas environment education,供大家参考学习,这篇论文讨论了卢卡斯的环境教育。卢梭的自然教育和英国的自然学习是卢卡斯环境教育的萌芽。人类教育来源中的授之于自然与环境教育理论有一定关联性,人类作为自然中的一种生物,应该按照他们的自然天性来生活,而不应该违背他们的自然天性。人们与具体事物接触的必然结果就是他们的行为能够立刻得到回应。英国的环境教育是遵循卢卡斯环境教育模式而实施的,纵向来看,环境教育贯穿于各个阶段的学校教育,而且采取正规教育与非正规教育相结合的方式。

environment education,卢卡斯环境教育,assignment代写,essay代写,美国作业代写

For a long time, in the process of human social development, nature has been regarded as the object of human "conquest" and "domination", and thus continuously subjected to human transformation and destruction. Especially in recent years, with the rapid development of science and technology and the wide application of various technologies, problems have become more serious. With the worsening of environmental problems, people gradually realize the importance of protecting the environment. History and reality show that an important prerequisite for the protection of ecological environment and the development of a harmonious society is to popularize knowledge of ecological environment, improve citizens' awareness of environmental protection, and form a good environmental moral quality. The cultivation of individual environmental consciousness needs long-term cultivation and accumulation. Therefore, environmental education is imminent, and the establishment of scientific environmental education theoretical system is an important part of it. In order to reveal the nature of environment education and make environment education develop in the right theory and direction, British academic circles began to explore the environment education theory from the 1970s. Lucas makes a comprehensive exposition of the environmental education theory.

In 1968, UNESCO organized a biosphere conference in Paris, which called for the development of course materials related to environmental learning at all levels of education, promoting technical training and stimulating global environmental awareness. The conference "may be the first time the awareness of world environment education has been presented".

Rousseau's natural education and English natural learning are the seeds of the Lucas environment education. Rousseau divided human education sources into three categories: or to nature, or to things, or to man. Rousseau proposed that children, as a kind of creature in nature, should live according to their natural nature instead of going against their natural nature. The corollary of people's engagement with specific things is that their actions are immediately responsive.

Professor Lucas, now dean of king's college, university of London, proposed the famous environment education model -- "Lucas environment education model" from environment and environment education in 1972. He attributes environment education to "education for the environment, education for the environment, education for the environment." He pointed out that any combination of the two or the three is really the context education. The education of environment is to develop students' understanding of the environment and their understanding of such knowledge through some environmental themes, such as climate, soil, water, plants and animals, and industrialization. For environmental education is the most important point in environmental education theory, is to teach students in the presence of conflicting interests and different cultural point of view of the fact that on the basis of seeking solution to environmental problems, that is to develop their values and attitudes of behavior patterns, thus fundamentally promote human's sustainable development strategy.

Environment education in the UK is implemented in accordance with Lucas environment education model. Vertically, environment education runs through education of schools in various stages, and adopts the combination of regular education and informal education.

Education on environment is the basic knowledge and basic skills of imparting environment. The basic knowledge of environment education has two characteristics of universality and interdiscipline. The content of environment education is reflected in various disciplines, which runs through the curriculum system of primary and secondary schools, and develops through the following themes: climate, water, soil, energy, flora and fauna, human and society, architecture, industrialization and waste. Among them, climate includes: the impact of climate on plants, pollution on climate, such as ozone, greenhouse gases. Water includes: water pollution problem, water protection, the impact of human activities on the water circle. Resources include limited utilization of resources, protection of energy, pollution effect of energy utilization. The negative effects of soil erosion, fertility, protection and industrial development on soil. The endangered animals and plants, the protection of wild animals, the destruction of the natural world. The impact of the development of man and society on the environment, and how society in the past has influenced and been affected by the environment, and so on, the various problems related to the environment, and all of these themes are embedded in various disciplines, especially in science, society, technology, geography and history. The science curriculum comprehensively reflects the content of environment education, and geography can help students understand the direction of space, resources and behavior of countries. History can help students understand how the environment is shaped by human activities and natural evolution. Students can use the method of history to analyze the written materials and actual remains to find out the clues of long-term changes in the environment.

In the history lesson, the theme of a unit in the second phase is "changes in British life since 1948", which aims to let students discuss the changes in the UK in the past 50 years, including transportation, industry, technology, population and culture, based on examples. The content does not cover the changes of Britain's environment in 50 years, nor the impact of industrial transport development on Britain's environment. Teachers in the form of questions, discussion, correctly guide the student to the UK to 50 in work and life, culture, population, technology of rapid changes in the field of industries, transportation, etc, which influence on people and the people themselves, which of these changes on their view sustainable, what changes can bring benefits, who benefit object is. To discuss whether these changes can be sustained without damaging or excessive use of natural resources.

The goal of education for the environment is to get students to care about the current and future use of the environment; Finding solutions to environmental problems and taking into account the fact that there are conflicts of interest and different cultural views; The choices humans have to make. For the sake of environment education, students are encouraged to cultivate their own values, so as to guide their behaviors of protecting the environment with correct values, and develop their open mind and respect others' views and beliefs. Britain provides environmental education outline: through the national curriculum provides students with the opportunity, from the perspective of different environmental problems, physics, geography, biology, aesthetics, technology, ethics and religion, etc., through discipline penetration guide students to form sustainable values, in order to use sustainable ecological method to solve environmental problems. In addition, the British attaches great importance to the teaching resources and the use of social institutions, in the UK has a large and small institutions such as museums, biological laboratory, most of these institutions is free for students to visit learning, there are many agencies to support school environmental education, make students form the social responsibility and environmental responsibility.

Environmental education is to cultivate environmental emotion as a means, moral care as a breakthrough point, and the return of humanity as the ultimate goal. Although the British school environment is close to perfection, there are inevitably some problems. In this regard, the British government and education sector are taking measures to make necessary adjustments to make it more suitable to The Times and the actual requirements of the UK. The existing problems are mainly shown in the following aspects: poor coordination among disciplines; Britain adopts the discipline penetration model; once the coordination between disciplines is not good, the contents of environment education will be fragmented, and the contents will be repeated or lost; Although paying attention to students' personal experience and cultivating students' environmental emotions, they ignore the mastery of basic knowledge. Without certain basic environmental knowledge, environmental education cannot achieve good results. There is also the problem of timeliness. The interdisciplinary nature of environment education requires teachers to learn a lot of knowledge other than their own subjects, and teachers' time is difficult to grasp. In addition, the shortage of class time makes time factor a big obstacle to environment education.

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