Establishment of Fundamental Concepts and Adaptation to Schools

基本概念的确立和学校的适应

• 批准号: 08308013
• 负责人: NAKAYAMA Kazuhiko
• 金额: $ 6.02万
• 依托单位: University of Tsukuba
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (A)
• 财政年份: 1996
• 资助国家: 日本
• 起止时间: 1996 至 1998
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-08308013/
• 关键词: Environmental Education; Fundamental Philosophy; Basic Concept; Current Status Research; Curriculum Development; School Trial; 基礎概念; 学校教育; 国際的視点; 環境調整; 面接調査

The importance and the need of the environmental education have started to attract more attention from societ y now. However, questions such as what is environmental education, who should be the target or how it shoul d be done remains unsolved. There are many ways of thinking and fundamental concept of environmental education is not established from global standard. In Japan, environmental education started its history as an ed ucation about pollution regrettably. Also, curriculums such as 'Nature studies', 'Outdoor education' or 'Conservation education' which were actively done in school and societal education in Europe or the US did not exist in Japan. Therefore. some curriculums called environmental education seem to be only 'Nature studies'. 'Out door education' or 'Conservation education', but not Environmental Education.This study planned and practiced the following 2 points.1 Establishment of the fundamental concept of environmental education.(1) Study of current situation around the world.(2) Face to face survey to scholars of the world with different academic background on the expectations on EE(3) Summarize opinions collected through the above survey.(4) Discussions based on the outcome of the above activities.2 Proliferation of the fundamental concept toward schools.(1) Study of the current EE situation(2) Evaluation of the developed curricula for school use.(3) Construction of proposal for the actual practice and the trail.(4) Drawing up the final curricula.Members of the research team would summarize the outcome of the above mentioned study and would preparereport to distribute widely.

现在，环境教育的重要性和必要性已经开始引起社会的更多关注。然而，什么是环境教育、谁应该是环境教育的目标、如何进行环境教育等问题仍然没有得到解决。环境教育的思维方式多种多样，环境教育的基本理念没有从全球标准出发建立起来。在日本，环境教育很遗憾地以污染教育开始了它的历史。此外，诸如“自然研究”、“户外教育”或“保护教育”等课程在欧洲或美国的学校和社会教育中积极开展，但在日本却不存在。因此。一些被称为环境教育的课程似乎只是“自然研究”。“户外教育”或“保育教育”，但不是环境教育。本研究计划并实践了以下两点树立环境教育的基本理念。(1)世界现状研究。(2)对世界上不同学术背景的学者就情感表达的期望进行面对面调查。(3)对通过上述调查收集到的意见进行总结。(4)基于上述活动成果的讨论向学校扩散基本概念。(1)情感表达的现状研究(2)对学校使用的开发课程进行评价。(3)实践建议建设与试点。(4)制定最终课程。研究小组成员将总结上述研究的结果，并准备报告以广为分发。