中小学生生态文明素养培育实验研究

An Experimental Study on Cultivating Ecological Civilization Education for Primary and Secondary School Students

目前的生态文明素养研究大多关注理论模型构建部分,在进行教育实践时也通常以理论教育为主,忽略了直接接触大自然对提高个体生态文明素养的重要性。本研究旨在评估不同培训模式对中小学生生态文明素养的影响。首先根据中小学生的认知发展规律建立了中小学生生态文明素养模型,并制定了测量量表。其次在某地区选取了300名中小学生进行实验:实验组1接受生态文明系统培训,实验组2接受生态文明理论培训,而控制组接受常规思想道德教育。结果显示,系统培训能够最大幅度提高学生生态文明素养,且不同学段学生的提升维度不同,具体表现为小学生在生态文明知识方面提升最为显著,而中学生则在生态文明意识方面有更好的提升。研究强调了根据学生年龄特征制定差异化教育计划的重要性,并指出系统化生态文明素养教育对培养学生环保意识和行为习惯具有显著效果。

Most of the current research on ecological civilization literacy focuses on the theoretical model building part, and when carrying out educational practice, it usually focuses on theoretical education, ignoring the importance of direct contact with nature to improve individual ecological civilization literacy. This study aims to assess the impact of different training models on the ecological civilization literacy of primary and secondary school students. Firstly, a model of ecological civilization literacy of primary and secondary school students was established based on the cognitive development of primary and secondary school students, and a measurement scale was developed. Secondly, 300 primary and secondary school students were selected in a region to conduct experiments: experimental group 1 received ecological civilization system training, experimental group 2 received ecological civilization theory training, while the control group received conventional ideological and moral education. The results show that the systematic training can improve students’ ecological civilization literacy the most, and the improvement dimensions are different for different students, specifically, primary school students’ knowledge of ecological civilization is the most significant improvement, while secondary school students’ awareness of ecological civilization is better improved. The study highlights the importance of differentiated education programs according to students’ age, and shows that systematic education on ecological literacy has significant effects on the development of students’ environmental awareness and behavior.