我国生态教育研究的回顾与前瞻  

Reflection and Prospect of Ecological Educational Research in China

作　　者：何齐宗[1] 张德彭 He Qizong;Zhang Depeng(School of Education,Jiangxi Normal University,Nanchang Jiangxi 330022,China)

机构地区：[1]江西师范大学教育学院

出　　处：《中国教育科学（中英文）》2022年第5期117-130,共14页Education Sciences in China

基　　金：国家社会科学基金教育学一般课题“教育学中国话语体系视域下当代美育学术的演进逻辑与发展路向”(BAA200022)。

摘　　要：我国的生态教育研究始于20世纪80年代初,至今已有四十多年的历史,该领域的研究先后经历了起步、发展和深化三个阶段。全面回顾与系统分析该领域研究取得的进展与存在的问题,并对未来的生态教育研究进行前瞻性思考,对于生态教育理论的发展具有重要意义。研究的主题主要包括生态教育的演进历程、生态教育的内涵与特征、生态教育的目标、生态教育的内容和生态教育的途径等,对这些问题的研究均取得了重要的进展。基于新的形势要求和研究中存在的问题,下一步的研究应当增强生态教育研究的问题意识,拓展生态教育研究的视域,改进生态教育研究的策略和重视生态教育学的学科构建。Ecological educational research in China begins in the early 1980 s and it has a history of more than 40 years. It has experienced three stages: start, development and deepening.It is of great significance for the development of ecological education theory to comprehensively review and systematically analyze the progress and existing problems in this field, and to think forward about the future ecological educational research. Important progress has been made in some aspects, such as evolutional process, connotation and characteristics, objectives, content and implementation approaches of ecological education. Based on new requirements and problems, we should strengthen problem consciousness, expand our vision, improve strategies and pay attention to the disciplinary construction of ecological education in the future.

关 键 词：生态教育 环境教育 学术发展 

分 类 号：G40-052.4[文化科学—教育学原理]