以教育应对全球气候变化--基于加拿大不列颠哥伦比亚省中小学气候变化教育的实践研究  

Addressing Global Climate Change by Education:Practical Research on Climate Change Education in Primary and Secondary Schools in British Columbia,Canada

作　　者：郑璐 康建朝[2] ZHENG Lu;KANG Jianchao(The School of Educational Administrators,Beijing Institute of Education,Beijing 100120,China;Research Center for Comparative Education,China National Academy of Educational Sciences,Beijing 100088,China)

机构地区：[1]北京教育学院教育干部学院(教育管理学院),北京100120 [2]中国教育科学研究院比较教育研究所,北京100088

出　　处：《世界教育信息》2025年第1期63-71,共9页Journal of World Education

基　　金：全国教育科学“十三五”规划2019年度教育部青年课题“加拿大中小学国家认同教育研究”(编号:EDA190477)。

摘　　要：全球气候变化对人类福祉和地球健康的威胁与日俱增。加拿大不列颠哥伦比亚省中小学积极落实联邦政府和省政府的气候变化战略,基于气候变化给加拿大带来的现实挑战及其复杂性、长期性等特点,破解学校课时紧张、课程资源匮乏、专业教师稀缺、学校单打独斗等气候变化教育的固有瓶颈,将气候变化教育纳入中小学各年级课程。通过与加拿大教师共同进行《环境责任与气候变化》大单元教学框架的设计与实施,剖析气候变化适应与减缓的协同教育案例和非正规教育项目发现,不列颠哥伦比亚省中小学气候变化教育采用整体方法,倡导家校社协同共育,利用正规教育与非正规教育相互补充,室内教育与室外教育相互结合的方式,呈现出整体性、变革性、跨学科性等特点,通过真实的生活挑战提升了学生的气候变化意识,培养了学生的生态素养,并赋予其参与气候变化行动的能力。The threat of global climate change to human well-being and the health of the earth is growing with each passing day.Primary and secondary schools in British Columbia,Canada,have actively implemented the climate change strategies of both the federal and provincial governments.Given the practical challenges posed by climate change to Canada,along with its complexity and long-term characteristics,they have addressed the inherent bottlenecks in climate change education,such as tight school schedules,lack of curriculum resources,scarcity of professional teachers,and the isolation of schools,by integrating it into the curriculum of all grades.Through the design and implementation of the large unit teaching framework of Environmental Responsibility and Climate Change with Canadian educators,and the analysis of collaborative education cases and non-formal education projects on climate change adaptation and mitigation,the study finds that the climate change education in primary and secondary schools in British Columbia adopts a holistic approach,emphasizing family-school-community collaboration,complementing formal and non-formal education,and integrating indoor and outdoor learning.This approach is characterized by integrity,transformation and interdisciplinary.By engaging with real-life challenges,it improves students’awareness of climate change,cultivates students’ecological literacy,and equips them with the ability to participate in climate change actions.

关 键 词：气候变化教育 生态素养 中小学 加拿大 

分 类 号：G622[文化科学—教育学]