【作者】 倪佳；

【导师】 郭友；

【作者基本信息】 首都师范大学 ， 课程与教学论， 2004， 硕士

【摘要】 伴随着社会的发展，日益严重的环境问题摆在了我们的面前。在环境问题的困扰下，人们把提高公民环境意识以实现人类社会可持续发展的希望寄托在了环境教育的身上。环境教育从开始到现在，既积累了宝贵的经验，也存在着许多的问题。《中国中小学生环境意识研究》中指出：中学环境教育仅局限于对学生环境意识中知识层次的培养，忽视了环境意识中更为根本的行为层次的培养，阻碍了对学生整体环境意识的提高。据此，本研究的主要目的是分析环境行为的构成，并探索通过生物课堂教学培养学生环境行为、促进学生环境意识协调发展的方法。 本研究首先在查阅大量相关文献对环境行为进行理性分析的基础上，探索环境行为的构成，并据此设计调查中学生环境行为水平的问卷。通过对问卷进行预测，分析统计结果，逐步修订出《中学生环境行为调查问卷》作为本实验研究的定量分析测评工具之一。在此基础上，探索通过生物课堂教学培养学生环境行为、促进学生环境意识协调发展的方法，进行教学实验。在教学实验的始末都用编制的《中学生日常行为与意识调查问卷》对学生进行前、后测，并收集有关数据进行统计分析，证明教学方法的有效性。实验结果表明： 1．环境行为可以被划分为正性环境行为和负性环境行为；又可以被分为合作环境行为和独立环境行为。 2．培养中学生环境行为的方法是：先引导学生明确环境行为，然后以生物价值观对环境行为的刺激实现学生环境行为的矫正。在此教学过程中，学生始终是教学活动的主体，并且活动的核心部分都由学生以小组为单位进行。活动中小组同学、其他同学以及老师进行充分的交流，并以肢体语言结合口头语言为主辅以书面语言。 3．《中学生环境行为调查问卷》能够作为测评中学生环境行为水平的工具。(α系数为0.8525，效标关联效度为0.656^**) 4．实验组A班学生的环境意识平均分（67.6012）高于对照组的（61.4610）并具有显著差异（Sig.=0.020）；环境行为平均分（79.3864）高于对照组的（71.7857），也具有显著差异（Sig.=0.021）。这些证明：对实验组A班学生实施的教学方法可以有效培养学生的环境行为和环境意识。 5．以生物价值观作为桥梁，把生物多样性价值的知识和相关的环境行为结合起来，可以促进学生环境意识协调发展。此论点的数据支持是：实验组学生的环境意识中，环境行为与环境知识的相关性达到了0.01显著水准(0.393^**)。更多还原

【Abstract】 With the development of society, more serious environmental problems appeared. People hope that environmental education can improve the citizen’s environmental awareness and fulfill the sustainable development of human society. Environmental education has accumulated much valuable experience as well as some questions." The study on the environmental awareness of Chinese students in middle and primary schools " suggested that environmental education of middle school was confined to the knowledge level of environmental awareness and ignored the behavior level which is more important however, that is why the improvement of students was hindered. So the main purpose of this research is to search after the methods of promoting student’s environmental behavior and awareness to develop harmoniously through biological classroom teaching based on the analysis of environmental behavior’s structure.Based on much relevant documents and the analysis of the environmental behavior’s structure, we designed the questionnaire to investigate the environmental behavior level of middle school students. Through practicing and result’s analysis, we revised it and make it as one of the tools to evaluate the effect of our experiment. Then, we explored the methods of promoting student’s environmental behavior and awareness to develop harmoniously through biological classroom teaching. And then carried them out. We used " The middle school student daily behavior and the consciousness questionnaire " on the beginning and the end of the experiment, and analyzed the data to prove the validity of methods.The results showed that: (1) The environmental behavior can be divided into positive environmental behavior and the negative , it can also be divided into cooperate environmental behavior and the independent. (2) The methods are showed as fllowed: After defining correct environmental behavior, student’s environmental behavior should be corrected by the stimulus of the biological values. During the course of teaching, the student is the subject of the teaching activity all the time, and the key part of the activity process is in the form of group. Classmates and teachers have abundant intercourse in the activity through body language, oral language as well as written language. (3) "The middle school student’s environmental behavior questionnaire " is qualified to evaluate the environmental behavior of the middle school students. (a= 0.8525, r = 0.656**) (4) The environmental awareness average score of experiment group class A ( 67.6012 ) is remarkably higher than contrasting group ( 61.4610; Sig. =0.020);And the environmental behavior average score of experiment group class A ( 79.3864) is remarkably higher than contrastinggroup (71.7857 ;Sig. =0.021). Then we can see that the teaching methods of experiment group class A can effectively cultivate student’s environmental behavior and awareness. (5) Values of living beings can combine the knowledge of bio-diversity value with relevant environmental behavior as a bridge; can promote student’s environmental awareness to develop in harmony. In the environmental awareness of the experimental group students, environmental behavior is related to environmental knowledge remarkably (0.393**).更多还原