关于可持续发展教育概念的解析  

An Analysis on the Concept of Sustainable Development Education

作　　者：田道勇[1] 赵承福[1] 

机构地区：[1]山东师范大学教育学院

出　　处：《教育研究》2009年第3期86-91,共6页Educational Research

摘　　要：可持续发展教育概念发展经历了四个阶段,依然存在分歧与误解。究其原因主要是概念起源、概念发展模式以及当下教育模式的限制性、概念发展脱离教育改革实践等问题所致。因此,实现可持续发展教育概念的健康发展,必须把握概念本质,防止概念泛化;增强概念理解的约定性,鼓励概念发展的创造性;规范概念使用,避免概念滥用;借鉴国外经验,突出中国特色。After experiencing four stages of development, there have still been divergences and misunderstandings On the concept of Sustainable Development Education. The primary causes are mainly the origin of concept, concept development mode, the limitation of the current educational mode, and the development of concept separating from educational reform and practice, etc. Therefore, to achieve healthy development of the concept of Sustainable Development Education, we must grasp the nature of the concept, avoid the generalization of the concept, enhance the identity of the conceptual understanding, encourage the creativity of conceptual development, standardize the usage of the concept, avoid the abuse of concept, learn from foreign experiences, and highlight Chinese characteristics.

关 键 词：可持续发展 可持续发展教育 概念 

分 类 号：G40[文化科学—教育学原理] F061.3[文化科学—教育学]