How to infiltrate environmental education into geography education

Penetrating environmental education methods into geography education:

1. Geography teaching is the main channel for realizing environmental science education

In various subjects in middle schools, it involves Environmental education mainly includes geography, physics, chemistry and biology. Among them, geography and environmental science have many similarities and intersections. First of all, the two major disciplines are marginal disciplines at the intersection of the three major scientific fields of social sciences, natural sciences and technical sciences; secondly, the research objects of the two major disciplines are human-centered geographical environments; thirdly, the two major disciplines Taking the relationship between man and earth as the main line, coordinating the relationship between man and earth and seeking sustainable human development as the purpose; fourth, both disciplines involve global environmental issues and their prevention and control.

The many similarities and intersections make geography courses rich in environmental education materials, and it is one of the main channels for penetrating environmental education in middle schools. A large number of environmental education themes and contents have been incorporated into the new junior high school geography course textbooks. Therefore, infiltrating environmental education into the geography discipline is one of the basic tasks of current geography teaching. Environmental education can be carried out from different aspects, at various levels, and from multiple angles. For many years, middle school geography teaching has mainly been based on textbooks, and students' thinking space has been limited to textbook knowledge. Based on the teaching practice of the new junior high school geography curriculum in recent years, the author preliminarily summarizes the methods of combining geography education with environmental education.

2. Capture the environmental knowledge in the teaching materials, always combine it with the environmental issues in life, and strengthen students' environmental awareness.

The new junior high school geography curriculum adopts two methods: listing geographical elements separately and combining them with regional geography. A large amount of environmental education content is incorporated into it. Especially in the first volume of eighth grade, the content of environmental education is penetrated into Cover every corner of geography teaching. The teaching materials include topics such as population distribution, topography, water and land resources, and economic development, all of which focus on environmental issues. On the one hand, I use the materials provided by the books to fully explore the teaching material resources and carry out environmental education among students. For example, for some environmental education cartoons in the teaching materials, I use methods such as asking students to role-play and talk about their feelings after looking at the pictures to deepen the understanding of environmental protection. On the other hand, combined with the actual life of the local area at that time, let students write some short papers on the problems raised in the books based on the book knowledge and the information collected by their own investigations. These students' works will also be regarded as their daily grades. Record it. For example, based on a group of cartoons such as "The Sorrow of the Bird" on page 73 of the first volume of the eighth grade, students are organized to conduct discussions. After expressing their own thoughts, each group in the class is asked to choose a topic and write a related short paper. , and conduct evaluation. Because it is close to life and the evaluation and competition mechanism is added, students' enthusiasm has been greatly improved and their environmental awareness has also been strengthened.

3. Strengthen the openness of geography teaching and environmental education information, reflect the openness of teaching conclusions, and enhance students’ environmental concepts.

Today, when environmental problems are common, the development and changes of environmental problems are very rapid, and detailed life continuously provides us with new information. Therefore, when integrating environmental education into geography teaching, limiting the environmental knowledge content in geography textbooks is far from enough, and is not conducive to students' true understanding of environmental issues and their dynamics in life. This requires strengthening the openness of teaching information in teaching. On the one hand, teachers should select diversified environmental information from real life to enrich teaching content; on the other hand, teachers should also teach students how to find and use environmental information in real life to learn and explore.

There are various factors that cause environmental problems. These factors vary greatly in different regions and times. Therefore, the understanding of environmental problems also varies from time to time and from place to place. Solving environmental problems The focus and methods vary from time to time and place to place. It can be seen that the conclusions of environmental education should be open-ended. When integrating environmental education into geography teaching, teachers should not and cannot force students to reach completely consistent views on every issue. Instead, students should be encouraged to put forward different views and unique opinions, and teachers will then guide them based on certain scientific principles. Students discuss the rationality of the conclusions drawn and finally draw one or more more reasonable conclusions. More importantly, it has greatly improved students' understanding of environmental issues, their ability to comprehensively analyze environmental issues, and their rigorous scientific attitude. To achieve the real effect of environmental education. For example, in the study of environmental problems of water pollution, we led students to investigate the causes of water pollution in urban rivers in Wuxi, and came up with several reasons.

First, the water quality in the upper reaches of the river is deteriorating; second, sewage from some industrial and mining enterprises around the river is discharged directly into the river without any treatment; third, various catering industries around the river discharge sewage; fourth, various motor vessels in the river pollution; fifth is the pollution of domestic sewage. At the same time, students were organized to visit Lucun Sewage Treatment Plant to learn about the current status of sewage discharge in the city as well as the status and specific process of sewage treatment. Then organize students to discuss the measures that should be taken based on these reasons and the knowledge they learned about sewage treatment, so that each student can express his or her own opinions. In this way, students' environmental awareness has been enhanced.

4. Enhance the activity of geographical environment education and improve students’ environmental abilities.

Geographical science and environmental science are both highly practical subjects. When integrating environmental education into geography teaching, we should break through the traditional classroom teaching methods and enhance the practicality and activity of teaching. In teaching, teaching should be designed more based on activity ideas, and students' activities should be organically introduced into geography classroom teaching. This can change the situation in the classroom where students always "sit and listen", allow students to truly participate in the learning process, and make the entire classroom teaching full of vitality. For example, allowing students to exchange their own social survey data during class; allowing two sides with different opinions to debate a certain issue; conducting simulation experiments on the occurrence of certain environmental problems, etc. will all have very good results.

Relatively speaking, environmental science is more practical and social than geography science. Therefore, to infiltrate environmental education into geography teaching, it is especially necessary to go out of the classroom, go into society, and obtain information in extracurricular activities and real life. , analyze problems, propose solutions, and apply and test them in practical activities. When organizing extracurricular activities for environmental education, the application, operability and diversity of forms should be highlighted. For example, in the investigation of the water resources environment in their hometown, during the first field investigation, students were given a perceptual understanding of the environment of Taihu Lake, and then based on their respective observations and interests, they were asked to analyze a small aspect of the environment. Let’s investigate the situation of water resources in our hometown in detail. For example, some students specialize in water quality conditions in urban rivers, some students specialize in sewage prevention and control, and some students specialize in tourists' views on the water environment, etc. At the same time, some students were specially organized to go to mountainous areas for a four-day field trip to explore and investigate the water quality conditions at the source, allowing students to experience first-hand the deteriorating water quality. Then it is compiled into an investigation report based on the investigation. These activities can enhance students' environmental awareness and sense of ownership, help students master some basic methods and application abilities of environmental protection work, and enable students to learn to survive, learn to cooperate, and learn to communicate while developing their intelligence. This is also the requirement of quality education in the new curriculum.

5. Apply what you have learned and strengthen environmental publicity and environmental actions.

After conducting a stage of environmental education or carrying out a relatively large environmental education activity, each student should write down his or her own experience or insights during the activity, and then add it to what everyone has learned in the activity. Photos from the event were widely publicized in schools in the form of special posters. He also went out of school and went to the community to promote environmental protection to the society in the form of slogans and columns. In the process of publicity, the students received another self-reeducation and once again strengthened the concept of environmental protection. In order to truly implement the concept of environmental protection into every student's daily life, an activity to collect "One thing to do about environmental protection every day" was carried out among students. Each student was asked to propose an environmental protection measure that must be done. The students Mutual supervision, for example, some students suggested not littering, not spitting, not using disposable chopsticks, saving water, etc. This really promoted students' environmental protection actions.

In short, environmental education is an important part of quality education in schools and an extremely important content for improving students' overall quality. Geography has unique advantages in environmental education and should always be implemented in teaching. Whether in class or after class, environmental education should be integrated into every detail of geography teaching. At the same time, environmental education should also be implemented into extracurricular inquiry activities, so that students can use a combination of classroom and extracurricular methods to improve students' environmental awareness and environmental abilities, strengthen students' environmental behavior, and make environmental education truly an important part of quality education in middle schools. content.