绿色发展理念下地理跨学科学习的内在机制与行动路径  

Internal Mechanism and Action Path of Geography Interdisciplinary Learning Under the Concept of Green Development

作　　者：赵明月 仲小敏 ZHAO Mingyue;ZHONG Xiaomin

机构地区：[1]天津师范大学教育学部,天津300387

出　　处：《天津师范大学学报(基础教育版)》2025年第2期69-74,共6页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：2023年天津市普通高等学校本科教学质量与教学改革研究重点项目“中小学创新型教师‘五育融合’培养模式研究”(A231006503);天津师范大学研究生科研创新项目“指向初中生绿色发展观念的项目式学习表现性评价研究”(2023KYCX024Y)。

摘　　要：绿色发展理念以人地和谐共生为主线,涉及绿色经济、绿色环境、绿色文化、绿色政治等多领域,要求公民在思维方式、生活方式、价值取向上实现全面提升。地理跨学科学习为绿色发展理念在教学中的渗透提供了落脚点。研究认为,绿色发展理念下地理跨学科学习的内在机制包括:“概念聚合”活化绿色思维方式,“方法整合”赋能绿色生活方式,“素养融合”强化绿色价值取向。在实践层面,具体行动路径应以生态人格为学习目标指向,以跨学科项目整合绿色发展内容,以表现性评价测量绿色发展成效,以生态课堂营造跨学科学习环境。The concept of green development focuses on the harmonious coexistence of people and land,involves green economy,green environment,green culture,green politics and other fields,and requires citizens to achieve comprehensive improvement in their way of thinking,way of life,and value orientation.The interdisciplinary study of geography provides a foothold for the infiltration of green development concept in teaching.The internal mechanism of geography interdisciplinary learning under the concept of green development includes:"concept aggregation"activates the green thinking mode;"method integration"enables the green life style;and"quality integration"strengthens the green value orientation.At the practical level,the specific action path should take ecological personality as the learning goal,integrate green development content with interdisciplinary pro-jects,measure green development effectiveness with performance evaluation,and create interdisciplinary learning environment with ecological classroom.

关 键 词：绿色发展理念 地理跨学科 内在机制 行动路径 

分 类 号：G633.55[文化科学—教育学]