欧洲环境教育的特点和发展趋势

通过大众媒体和教育系统的作用提高公众的环境意识是欧盟－中国辽宁综合环境项目的公众环境意识子项目。作者随其项目组环境教育学习考察团到欧洲进行了２０多天的考察,走访了德国、奥地利等六国１９个市镇,参观了３４个有关的机构和单位。所见所闻都给大家留下了深刻的印象。欧洲人环境意识的提高和可持续发展观的建立与实施有效的环境教育密不可分,而环境教育从１９９２年以后逐渐发展为可持续发展教育。事实上欧洲环境教育不仅起步早,而且不断发展进步,始终在教育理念上居于领先地位。通过考察团的实地考察和学习,发现欧洲各国在可…     

浅论环境教育的基本特点

环境教育是以人类与环境的关系为核心而进行的一种教育活动。环境教育既要遵循教育整体系统的发展规律,又因环境科学和环境保护事业的特殊性而具有自身的发展特点,这包括环境教育的社会性、全球性、科学性、综合性、道德性、多样性、实践性。 环境教育的社会性 　　日趋严重的环境问题是人类长期向大自然掠夺索取造成的。人类在寻求解决环境问题的最佳途径中,逐渐认识到,在造成环境问题的诸多因素 (如人口增长、资源开发、经济发展、城市化建设等 )中,总是以人类活动为开端,又以对人类的影响为结果的。环境污染的产生和解决与人类自…     

德国中小学环境教育的特点

德国非常重视中小学的环境教育,他们认为环境教育从中小学生做起效果会更好。因为这样有利于培养学生们的环境意识,使他们对自然环境中的各种生命产生尊重的情感,从而自学地去保护环境。通过对德国环境教育历史资料和献的检索、讨论和分析,可将德国中小学环境教育的特征归纳为如下四个方面。     

中国高等环境教育的办学特点

1前言我们学校承担了“中国高等环境教育现状”的研究，由于对于环境类专业的界定，目前没有一个权威的方法，因此，我们对环境类专业的理解是以（中华人民共和国环境保护法）第二条所界定的环境范围并考虑保护的内涵作为界定本研究环境类专业的理论依据，以国家教委提供的专业名录作为工作依据，并注意与1996年6月4日中国政府发布的（中国的环境保护）（白皮书）相衔接。这样界定的结果，列入了16个专业（见表1）。为了突出当前我国高等环境教育的重点，还同时列出了其中为解决突出的环境问题培养急需人才、1972年以来新设置的环境工程、环…     

世界环境教育的发展与特点

二十世纪六十年代随着世界环境问题的提出,世界环境教育也提到了议事日程。本文对其发展进程及环境教育本身的特点、,作了简要的概述与分析。     

论新时期科技情报工作特点和发展趋势

根据世界科学技术的迅速发展和我国经济体制和科研体制改革的不断深入以及全国第七次情报会议提出“科技情报工作,要适应我国计划商品经济发展的需要,更有效地为国民经济建设服务”这一方针,科技情报工作面临着新的形势和新的特点。一、情报研究成果商品化在我国,科技情报工作作为一种新兴行业,发展时间还不算很长,人们的情报意识还没有从根本上建立起来,对情报的方向、任务的认识,尚停留在“概念”“传统”性阶段,缺乏深入     

环境教育的特点及若干问题刍议

本文论述了我国环境教育的特点，在此基础上提出完善中国特色的环境教育体系应注重的几个问题，只有这样我国的环境教育才能作为持续发展的中心，成为解决环境问题的最基本、最综合的有效措施和手段。     

国外中小学环境教育的特点及趋向

国外普遍重视中小学环境教育，特别是一些工业发达国家，他们通过立法手段推行中小学环境教育的开展，一些国家把环境教育纳入中小学教育的内容。综观国外中小学环境教育，有以下一些特点：一、注重环境意识的培养联合国教科文组织和联合国环境规划署在1975年共同实施的“国际环境教育计划（！EEP）”，对有关环境教育的主要内容做了规定：“（回）意识：帮助社会团体和个人获得环境意识和敏感性。（2）知识：帮助社会团体和个人获得关于环境及其有关问题的各种实践经验，并使之有个基本理解。（3）观念：帮助社会团体和个人获得一套价值…     

环境教育的推力和依托——从环境教育基地探索日本环境教育

日本有近4000多所自然学校,这不是传统意义的学校,而是指有专家指导的、有具体负责人,联系地址,活动流程,活动场所和参加人员联系的"人与人"、"人与自然"、"人与社会"的有组织体验大自然活动的组织。     

面向可持续发展的环境教育的特点与教学策略

随着环境污染的日益严重,人类社会越来越关注环境问题与可持续发展问题。而发展和环境之间的关系究竟是怎样的呢?环境教育在这其中又是如何发挥及怎样发挥作用的呢?可持续发展与传统环境保护又是什么样的关系呢?     

Electronic Trends in Environmental Reporting and Recordkeeping

EPA is developing a Cross‐Media Electronic Reporting and Record‐Keeping Rule. © 2001 John Wiley & Sons, Inc.     

谈环境保护人格的特点及其培育

环境保护,说到底是通过人对环境进行保护;环境教育,归根到底是使人受到心灵的净化与教育。环境保护是人的一种自觉的行为,而人通过环境教育获得的环境意识是一种自觉的思想积累。爱护环境的思想与行为的统一则构成了高尚的环境保护人格。环境保护人格的树立与培养是环境教育的最终目的。只有使越来越多的地球公民不断地完善自己的环境保护人格,环境教育才能日趋有效,环境保护才能真正通过每一个人落实到行动上。那么,何谓环境保护人格？它有什么特点？怎样克服学生中的环境保护人格的分裂现象？在教学上如何培育学生的环境保护人格？…     

全球面临的环境问题及其特点

本文从环境问题的严重性和全球性出发，阐述了当前世界面临的主要环境问题和当代环境问题的特点，指出了经济与环境协调发展的必要性和艰巨性。结合我国的环境现状，说明随着人类改造自然能力的不断提高和活动匠逐步扩大，环境保护已成为一个刻不容缓的问题摆有人们面前，如何处理好环境保护与经济发展这对矛盾，是中国乃至全人类都必须正视的艰巨课题。     

The Commons in Transition: Agrarian and Environmental Change in Central and Eastern Europe

This paper analyzes institutional dynamics surrounding common-pool resources in postsocialist Central and Eastern Europe. It is conceived in close conjunction with the case studies by Penov, Schleyer, and Wasilewski and Krukowski (this issue). The purpose of this paper is to frame the individual case inquiries, compare their findings, and relate those to broader agrarian and environmental changes in the region.The case studies report a broad shift in resource governance from the previously dominant legal and administrative state hierarchies towards markets. In addition, state power has moved from central towards local authorities. The waning and decentralization of state power has caused the emergence of significant gaps between property legislation and rights-in-practice, which have been particularly stark in fragmented political systems. The discrepancy between legal texts and rights-in-practice leads to the exclusion of wider interests in favor of individual interests in the management of common-pool resources, resulting in resource deterioration and dwindling resource stocks. Thus, the comparative assessment suggests a tentative framework for understanding the effects of postsocialist transformations on governance of the commons and environmental change in Central and Eastern Europe. Its findings indicate an additional dimension to the diversity and distributive conflicts characterizing postsocialist privatization: the distribution of various rights to a resource among different actors. The findings also suggest the need for postsocialist states to take an active role in the governance of common-pool resources, particularly in the enforcement of legal rights. Note: This version was published online in June 2005 with the cover date of August 2004.     

西部大开发与我国的环境教育

西部大开发实施可持续发展战略的关键是生态环境保护,但更为关键的应是我国的环境教育。强调环境教育是一种全民教育、终身教育的思想。只有提高和加强我国环境教育的科学性、系统性、可操作性和制度化,才能真正实现西部大开发的可持续发展。     

Environmental effects of agri-environmental schemes in Western Europe

Agri-environmental schemes (AES) have been introduced as part of European Union's (EU) Common Agricultural Policy and are now an important part of this. A methodological approach to analyse the policy effects of AES is outlined, in which we distinguish between performance effects (on agricultural practices) and outcome effects (environmental impact). The performance effects are further approached including measurement of improvement and protection effects based on 12 indicators on changes/maintenance of land use and agricultural management.Data from personal interviews of participating and non-participating farmers in AES measures in nine EU Member States and Switzerland were used to analyse policy effects, including single indicator effects on agricultural practices as well as combined effects at the agreement level. Significant effects were found for mineral N-fertiliser use, stocking density reduction, maintenance of a minimum livestock density and pesticides. For AES agreements regulating grassland management, fertiliser use and pesticides, clear indications of combined improvement and protection effects were found. In addition clear improvement effects of agreements regulating fertiliser and pesticides use on mainly arable lands were revealed. It is concluded that the approach presented including the 12 selected indicators has proven to be operational.     

互动式环境教育环境教学的全新模式

互动式是新兴的环境教学模式 ,本文阐述了互动式与传统教学的区别 ,探讨了互动式环境教学的方式、方法。     

The Importance of Participatory Virtues in the Future of Environmental Education

Participatory approaches to environmental decision making and assessment continue to grow in academic and policy circles. Improving how we understand the structure of deliberative activities is especially important for addressing problems in natural resources, climate change, and food systems that have wicked dimensions, such as deep value disagreements, high degrees of uncertainty, catastrophic risks, and high costs associated with errors. Yet getting the structure right is not the only important task at hand. Indeed, participatory activities can break down and fail to achieve their specific goals when some of the deliberators lack what we will call participatory virtues. We will argue for the importance of future research on how environmental education can incorporate participatory virtues to equip future citizens with the virtues they will need to deliberate about wicked, environmental problems. What is the role of education for deliberative skills and virtues relative to other aspects of environmental education, such as facts and values education? How important is it relative to careful design of the deliberative process? What virtues really matter?