First of all, combined with the generally accepted environmental education mode of "education about the environment, education in the environment and education for the environment", the objectives and tasks of geography education in cultivating students' environmental awareness are clarified.
(1) Geography education can provide a lot of knowledge about the environment. At least half of the topics in the environmental education syllabus for middle schools recommended by UNESCO are related to geography. Such as population, resources, environment and their interrelationships, have always been included in geography education. In practical teaching, it is necessary to cultivate middle school students' correct views on population, resources and environment.
(2) Geography education should help middle school students improve their environmental awareness in the "environment". The second geography class is rich and colorful. Through various extracurricular activities, students can experience and feel various environmental problems in the environment, and correct their attitude towards environmental protection through various exploration activities.
2) Pay attention to open teaching, strengthen environmental education and cultivate students' talents.
The so-called open teaching means using some open teaching materials in environmental education. These materials are not limited to commonly used textbooks, and teachers do not give fixed conclusions. Instead, teachers guide students to draw appropriate conclusions through learning activities such as collecting and reading written materials and investigating the current situation of problems on the spot. Students' own conclusions may be varied or consistent. Teachers should guide students to discuss the rationality of conclusions according to certain scientific principles, but it is not necessary to unify the conclusions prepared by teachers in advance. Because there are many solutions to environmental problems, for example, when studying the section of "Urban Formation and Development" in the second volume of senior high school geography, combined with the newly established Taizhou City, students are guided to think "Why should Taiwan Province be established?" After school, students go to the library, reading room and information department to collect information, find information and investigate. Through data synthesis and quantitative statistics, it is concluded that the establishment of Taizhou city is the requirement of social and economic development in Taizhou area and the expression of human understanding, utilization and transformation of the environment. Some students also think that the establishment of Taizhou has destroyed many high-quality cultivated land like "spreading cakes". For Taizhou, where the per capita arable land is already very tight, it is unreasonable to set up Taizhou. Cultivating middle school students' awareness of environmental protection through open teaching is also a process for students to learn and explore how to use information resources. If students don't master this process, they can't really understand the environmental problems in life, and there is no way to improve students' awareness of environmental protection, because the knowledge that really convinces and understands students is obtained after students participate in the learning process themselves.
(3) Make full use of various practical activities to transform environmental knowledge into environmental awareness.
The formation of environmental awareness must rely on students' practice, and only in practice can it be manifested. If you have not been exposed to activities related to the coordination of environmental relations, then loving and protecting the environment can only be empty talk. Therefore, we must attach great importance to integrating theory with practice and strengthen environmental education in geography teaching.
1. Closely link geographical knowledge with the surrounding tangible environment. For example, when studying the chapter "Atmosphere on Earth", students are required to analyze the phenomena such as cold and hot, windy and rainy according to their own feelings, especially the disastrous weather such as typhoons and cold waves that often affect the local area, so that students can know that these environmental problems are mainly caused by natural causes. Only by understanding the laws of nature, seeking advantages and avoiding disadvantages, and doing things according to objective laws can we get twice the result with half the effort.
2. Combined with interviews, increase perceptual knowledge and deepen the study of rational knowledge. For example, after studying the harm and treatment of industrial "three wastes", lead students to visit the sewage treatment equipment of Haimen Pharmaceutical Factory in Jiaojiang Waisha Industrial Zone and listen to the introduction of the factory leaders. Students have a clear understanding of the treatment process of industrial "three wastes", not only acquire the skills and knowledge of environmental protection, but also subtly improve their awareness of environmental protection through personal experience.
3. Combined with spring outing, let students experience the necessity of environmental protection in nature. For example, last year, four classes of senior one went to Jinqing and Huanglang for a spring outing. I seized this opportunity to guide students to think and discuss through observation: the relationship between the present situation, development and environmental protection of "Little Putuo" tourism; The practical significance of building Jinxinxing sluice, why the government should spend so much money to build this behemoth and so on.
4. Inspire middle school students' motivation of "learning and attaching importance to environmental protection" by combining key projects of local government or hot issues of environmental protection. For example, the construction of the standard seawall dam, which started in the second half of the year before last, is the first key project of Taizhou municipal government, with a wide scope and large scale. We started students to discuss "Why build a standard seawall dam?" Students have learned a painful lesson from typhoon 1 1 the year before last, and they feel deeply about this issue and think deeply. They not only publicized the significance of the project, but also got a deep understanding of relevant hydrology and climate knowledge and received environmental education effectively.
5. Combining with the Arbor Day in March 12, leading students to participate in tree planting activities, students realized their desire to participate in environmental protection in their work and improved their awareness of environmental protection; At the same time, it also deepened the study of geography textbooks.
After several years of hard work, the cultivation of environmental awareness of senior one students in our school has achieved gratifying results in stages. The questionnaire survey shows that 97. 1% of students pay special attention to environmental protection in geography courses because of environmental education. 80% awareness of environmental protection has been greatly improved; On the emotional attitude towards environmental protection, 68.6% of the students are more concerned about environmental protection, and 3 1.4% of the students begin to care about environmental protection. 94.3% students have made progress in environmental behavior orientation and habits. Our school participated in the "National Environmental Protection Knowledge Competition for Middle School Students" and won the Organization Award. Senior one (7) Cao Xifeng won the national third prize, while senior one (7) Feng Qiaozhen and senior one (9) Ying Tingting won the second prize "Love My Family" in the composition competition. Many excellent investigation reports and environmental protection papers were selected into the collection of essays and recommended to the Municipal Environmental Protection Bureau. The environmental blackboard newspaper edited and published by Class Six of Grade One in Senior High School won the first prize in the environmental blackboard newspaper competition organized by the school. Zhu Yanyan, a student in Class 18, Senior One, won the second prize in the environmental speech contest. She shouted in her speech: "Please take action quickly. Let us use our sincerity and hands to return the earth to a lake and clear water, and give mankind a piece of advice: please cherish the water of life! " Taizhou Cable TV, Taizhou Daily and Jiaojiang Economic News reported on environmental education in our school. In view of our school's work and achievements in environmental education, Taizhou Environmental Protection Bureau specially named our school "Taizhou Environmental Education Foundation (III) Geography education can help environmental education become" education for the environment ". Explain the relationship between man and land to students, cultivate their global concept, make them form a scientific world outlook and values, and devote themselves to environmental protection.
Second, fully tap the content that can cultivate environmental awareness in the current high school geography textbooks.
The content of environmental education in middle school geography teaching should be based on textbooks. The current geography textbooks for middle schools contain rich contents of environmental education, mainly in the following three aspects:
(1) The content of intelligent education. Textbooks talk a lot about the sustainable development of society, economy and ecology and the sustainable utilization of resources. This paper expounds the present situation, causes and solutions of environmental problems, and reveals the experience and lessons in the process of interactive development between man and land.
(2) The content of moral education. Teaching materials tell us that natural resources are not inexhaustible, and the capacity of the environment to accommodate waste is limited. The unrestrained plundering and exploitation of resources and the arbitrary pollution and destruction of the environment will be punished by nature. By destroying the environment, it will infringe upon the interests of others and endanger the survival of future generations, which will surely be condemned by the society, thus clarifying people's moral responsibilities and obligations to nature, and establishing that "protecting the environment is glorious and destroying the environment is shameful" and "protecting the environment is an important part of socialist morality, and environmental moral education is an important part of socialist spiritual civilization construction.
(3) The content of behavior education. Students are required to become excellent managers of nature, start from themselves and small things, pay attention to environmental sanitation, save water and electricity, collect waste paper and scrap iron, care for flowers and trees, form good behavior habits, actively participate in environmental publicity and education activities, and devote themselves to environmental protection.
Third, reform the geography education methods to effectively cultivate middle school students' awareness of environmental protection.
(A) through the design of controversial issues for discussion, to cultivate middle school students' awareness of environmental protection.
Things in the world are complicated, and the existence of many things is not only beneficial to human development, but also potentially harmful to human beings. Technology is a double-edged sword, and it is very important for students to realize this. The existence of environmental problems is often restricted by many factors, which have different forms in different regions and different periods; People of different classes will have different views on the same environmental problem. Therefore, in geography teaching, we should design controversial issues and organize students to discuss in many aspects, so that students can deeply understand environmental problems and improve environmental awareness through internal contradictions and conflicts. For example, in the teaching of "new energy" in the second volume of senior high school geography, the controversial question of "whether to develop nuclear power" was designed to guide students to think and organize discussions. Nuclear power plant is one of the focuses of environmental problems that the public pays attention to all over the world. Some students think that nuclear energy is a clean, cheap and high energy-consuming new energy with strong regional adaptability and great development prospects, so nuclear power plants should be actively developed. Some students think that the disastrous Chernobyl nuclear accident in the former Soviet Union is rare, but people can't ignore the threat from high-level radioactive nuclear waste and should cut or stop the nuclear power development plan. Students look at the problem from different angles and have different views on nuclear power. Through heated debate, its significance goes far beyond letting students know whether nuclear power plants should be developed.