生态文明教育有效性的基本内涵、实现逻辑和提升策略  

The Basic Connotation,Realization Logic,and Enhancement Strategies of the Effectiveness of Ecological Civilization Education

作　　者：张晨宇[1] 于文卿 赵浩彤 Zhang Chenyu;Yu Wenqing;Zhao Haotong

机构地区：[1]北京理工大学教育学院,北京100081

出　　处：《江苏高教》2024年第12期86-89,共4页Jiangsu Higher Education

基　　金：北京市教育科学“十四五”规划2021年度重点课题“生态文明理念融入高校课程育人的有效性与影响因素研究”(BJAA21039)。

摘　　要：课堂教学是高校开展生态文明教育的“主渠道”。课堂教学中生态文明教育有效性的实现依赖于价值逻辑、知识逻辑和教学逻辑“三重逻辑”的有机统一。从“三重逻辑”出发可以找到生态文明教育有效性的提升策略,即坚持以习近平生态文明思想为根本指引,并结合课程思政建设推动生态文明教育迈上新台阶;积极建构中国自主的生态文明知识体系,并在深化学科交叉中丰富课程体系和教学内容;着力提升教学话语力的综合效能,运用前沿科技手段赋能教学创新。Classroom teaching serves as the"main channel"for higher education institutions to carry out education on ecological civilization.The effective implementation of ecological civilization education in classroom teaching depends on the cohesive integration of the"threefold logic",which is comprised of value logic,knowledge logic,and teaching logic.On the basis of this foundational framework,strategies can be developed to heighten the effectiveness of ecological civilization education.These strategies encompass upholding Xi Jinping Thought on Ecological Civilization as a guiding principle,combining it with ideological and political education to advance ecological civilization education;establishing a distinctive Chinese knowledge system on ecological civilization,further improving the curriculum structure and enriching teaching content through deeper interdisciplinary integration;enhancing the efficacy of teaching discourse,and achieving teaching innovations through the application of cutting-edge scientific and technological tools.

关 键 词：生态文明教育 课堂教学 课程育人 有效性 

分 类 号：G647[文化科学—高等教育学]