Development of learning material for ESD using Human-Environment System approarch in geography education in Germany.

本研究旨在从可持续发展教育和德国实施比萨后的地理教育改革的背景下，探讨人地系统在地理教育中的意义。德国的地理教育从20世纪50年代开始发展了人地关系的传统地理观。人地关系最初出现于20世纪50年代，在生态学、景观学和一般地理学的影响下，发展成为人地系统。但由于其复杂性，该系统在普通中学地理教学中并未得到推广和应用。虽然这个问题尚未解决，但DGfG（德国地理学会）将其置于教育标准中的地理能力中心（2006年）。在高等教育中，地理课程和学校地理教师教育都重视对学生地理能力的培养。在此基础上，以东京城市水灾和柏林环境变化为例，开发了可持续发展教育地理教材。

This research aims to find the significance of Human-Environment System in geography education from the context of ESD and education reforom after PISA in Germany. Traditional geographical perspect on Human-Environment relation has developed since 1950s in geography education in Germany. It showed up Human-Space Interrelation in 1950s at beginning and has developed into Human-Environment System through influences from ecological approarch, landschaftskunde and general geographical approarch. However, because of its complexity, the system has not been spread in general school geography and stay uncommon. Although this problem has not been overcome, DGfG (German society for Geography) placed it on center of geographical competence in education standard (2006). In higher education, curriculum on geography and teacher education for school geography has take consider fostering the competence. Based on these researches about Human-Environment System, ESD learning material in geography education has developed in terms of city flood in Tokyo and environmental change in Berlin.