海洋素养:国际中小学海洋教育的新指向  

Ocean Literacy:A New Approach in International Marine Education for Primary and Secondary Schools

作　　者：李德显[1] 曾佑来[1] LI Dexian;ZENG Youlai(Faculty of Education,Liaoning Normal University,Dalian,Liaoning 116029,China)

机构地区：[1]辽宁师范大学教育学部,辽宁大连116029

出　　处：《河北师范大学学报(教育科学版)》2025年第2期120-126,共7页Journal of Hebei Normal University(Educational Science)

基　　金：2024年度辽宁省社会科学规划基金重点建设学科项目“教育强国视域下中小学教师课程思政能力模型构建与应用研究”(L24ZD042)。

摘　　要：人们对人类与海洋之间相互关系的理解构成了个体海洋素养的核心意涵。海洋素养是影响未来人类生存与发展质量的重要因素,尤其是当前海洋面临日益严峻的气候变化、过度捕捞和环境污染等问题情况下,以提升公民海洋素养为目标的海洋教育实践更凸显出重要的现实意义。国际海洋素养概念演进系统主要包含以海洋素养为指向的K-12阶段海洋教育理念、海洋教育策略和海洋教育评价等多方面,我国中小学应以校园文化为媒介涵养海洋素养,以课堂教学为依托培育海洋素养,以实践活动为载体提升海洋素养,逐步提高学生的海洋素养。Ocean literacy,which centers on understanding the dynamic relationship between humans and the ocean,plays a pivotal role in addressing pressing global challenges such as climate change,overfishing,and environmental pollution.As a crucial factor for the future sustainability and development of humanity,cultivating ocean literacy through marine education is essential.This paper presents a comprehensive review of the evolution of ocean literacy concepts globally and explores K-12 marine education philosophies,strategies,and assessment methods aimed at fostering such literacy.It also highlights the importance of integrating ocean literacy into the curriculum of primary and secondary schools in China,proposing that schools nurture this literacy through campus culture,enrich it through classroom instruction,and reinforce it through hands-on activities so as to gradually enhance students’ocean literacy.

关 键 词：中小学 海洋素养 海洋教育 人海关系 

分 类 号：G622.3[文化科学—教育学]