【作者】 梁爽；

【导师】 高凌飚；

【作者基本信息】 华南师范大学 ， 课程与教学论， 2005， 硕士

【摘要】 随着环境问题的日益严峻,环境教育促进可持续发展的重要作用越来越为人们所重视。教师作为课程实施过程中的直接参与者,他们对环境教育本质的理解,关系到他们在教学中的决策和实际表现,影响着环境教育的实施效果。因此,有必要对教师环境教育观进行分析和研究。 本研究首先梳理了国内外关于教师环境教育观已有的研究,从前人对教师环境教育观的研究中在理论上构建出环境教育观的分析框架;其次,运用教师访谈法和课堂观察法搜集研究教师环境教育观所需的数据资料;在此基础上,对搜集到的数据资料进行分析,划分教师的环境教育观;最后,分析了不同学科教师环境教育观的特点。 本研究的研究结果:确定出划分教师环境教育观的五个维度,即环境教育的教学目标、环境教育的教学内容;环境教育的教学方法、环境教育中的师生角色及环境教育的本质;根据教师在五个维度上的观念差别,划分出教师的四类环境教育观,即环境知识观、行为管理观、能力发展观和自觉参与观。通过研究发现教师的学科背景使教师的环境教育观有不同的特点和倾向。更多还原

【Abstract】 With the increase of environment problems, people pay more attention to improving sustainable development by environmental education. Teachers are the direct participant of curriculum implementation, whose conceptions of the environmental education have an effect on the action of teaching and the learning of the students. So the research on the teachers’ conceptions of environmental education is necessary.Firstly, it was reviewed the previous researches about conceptions of environmental education in our country and other countries. An analysis frame of environmental education conception was constructed. Secondly, interview and observation were used to explore the teachers’ environmental education conceptions. Thirdly, the data was used to analyze the teachers’ conceptions of environmental education. Finally, the case analysis method was used to analyze the environmental education conception in vary subjects.The research results were included as follows:Firstly, five dimensions of identifying teachers’ conceptions were suggested: objective of environmental education; content of environmental education; teaching methods of environmental education; roles of teachers and students and the nature of environmental education. Then, according to teachers’ different views on each dimension, four categories of environmental education conceptions identified are the environment knowledge , the managing behavior, the abilities development, and active participation. Secondly, it was analyzed that the relations between teachers’ background on subject and their conceptions of environmental education.更多还原