摘要
澳大利亚早期儿童可持续发展教育借鉴和汲取了多种思想理论研究的成果,是旨在变革理念与行动的教育。在实践中,澳大利亚早期儿童可持续发展教育形成了五个方面的经验:一是将培养儿童可持续发展思维和问题解决能力作为其教育的目标;二是将项目活动与跨学科学习作为其主要的学习内容;三是将赋权与构建崇尚尊重的人际关系作为其实施的策略:四是将助力教师专业发展作为其质量提升的保障;五是将注重拓展儿童对原住民历史文化的理解和认识作为其有效的手段。深入分析澳大利亚早期儿童可持续发展教育的实践经验,对我国幼儿教育领域实施可持续发展教育,以及促进我国生态文明教育具有重要的启示意义。
Early Childhood Education for Sustainability in Australia(ECEFS)draws on multiple theories and research results,aiming at reforming ideas and actions in education.Practical experiences in five aspects have emerged:its goals are to foster children's sustainable development in thinking and problem-solving ability;project-based activities and interdisciplinary learning are the main contents of learning;its strategy is to empower students and build respectful interpersonal relationship;teachers should be supported in professional development,as a guarantee for improvement in quality;children's understanding of aboriginal history and culture are regarded as an effective approach.The research on practices in Australia have important implications for the implementation of sustainable development education for early childhood in China and the promotion of education on ecological civilization.
作者
周起煌
Zhou Qihuang(College of Normal Education,Longyan University,Longyan Fujian 364000)
出处
《沈阳师范大学学报（教育科学版）》
2023年第4期73-81,共9页
Journal of Liaoning Educational Administration Institute
基金
国家社会科学基金教育学重点项目(AHA200010)
福建省社会科学基金项目(FJ2021X015)
关键词
澳大利亚
ECEFS
可持续发展
教师专业发展
原住民文化
Australia
ECEFS
sustainable development
teachers'professional development
aboriginal culture
作者简介
周起煌,男,湖北武穴人,龙岩学院讲师,教育硕士,主要从事比较学前教育与学前教育原理研究。
