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作 者:李德显[1] 徐亦宁 LI Dexian;XU Yining(Faculty of Education,Liaoning Normal University,Dalian 116029,China)
出 处:《外国教育研究》2024年第7期52-63,共12页Studies in Foreign Education
基 金:2022年度教育部人文社会科学研究一般项目“我国普通高中教育发展指数构建及区域差异研究”(项目编号:22YJA880040)。
摘 要:2007年《海洋基本法》颁布后,日本中小学海洋教育发展迅速,2017年开始实施“海洋教育先锋学校计划”,着眼海洋教育课程的开发和海洋教育中坚力量的培养。日本沿海地区学校倾向于采取体验型海洋教育,而内陆地区学校倾向于实施“事前—体验—事后”型海洋教育。研究发现,日本中小学的海洋教育由沿海逐步向内陆推进,在实施过程中教学主题设置多元,教学内容丰富,但知识的整合尚有待完善;海洋教育的实施与学科教学高度融合,课程呈现综合性,但教学过程系统性不足;校内外协同机制灵活,合作方式多样化,但社会资源不均导致学校间海洋教育效果存在差异。日本海洋教育的经验,可以为我国提升海洋教育的实效性提供镜鉴。After the promulgation of the Basic Law on Oceans in 2007,marine educa⁃tion in primary and secondary schools in Japan developed rapidly.In 2017,the"Ocean Ed⁃ucation Pioneer School Program"was implemented,focusing on the development of marine education courses and the cultivation of the backbone of marine education.Coastal schools in Japan tend to adopt experiential ocean education,while inland schools tend to implement"pre experience post experience"ocean education.Research has found that marine educa⁃tion in Japanese primary and secondary schools is gradually advancing from coastal areas to inland areas.During the implementation process,teaching themes are diverse and teaching content is rich,but the integration of knowledge still needs to be improved;The implementa⁃tion of ocean education is highly integrated with subject teaching,and the curriculum pres⁃ents comprehensiveness,but the teaching process is not systematic enough;The internal and external collaborative mechanisms are flexible,and external cooperation is diverse.However,uneven social resources lead to differences in educational outcomes between schools.China's primary and secondary schools should learn from Japan's beneficial experi⁃ence in ocean education and effectively improve the effectiveness of ocean education.
关 键 词:日本 中小学 海洋教育 海洋教育先锋学校计划
分 类 号:G423[文化科学—课程与教学论] G313[文化科学—教育学]
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