中国环境教育研究的历史与未来趋势分析

通过对1979年以来中国环境教育学术文章在数量、内容和研究方法等方面的分析。发现中国环境教育研究自1994年开始持续升温。2000年开始从文章内容和研究方法上明显显示出转向可持续发展教育方向的趋势，2004年开始从文章数量上也显示出转向可持续发展教育的方向o20多年来的环境教育研究中。对环境教育意义的阐述和国外环境教育动态的研究分量最重，研究方法的探讨和研究则表现出对主流教育领域的影响敏感且响应及时。但这些文章显示出的环境教育研究方法绝大多数以思辨为主。实证研究、质的研究缺乏。对文章作者分析结果显示。中国环境教育研究队伍很不稳定。缺乏基本的研究经费支持是研究队伍不能保持稳定并缺乏在本土开展的实证和质的研究的根本制约因素。怎样协调因资源禀赋和发展程度不同而导致各国在开展环境教育时出现环境价值观和环境立场产生差异甚至对立的现象。是未来环境教育研究不可回避的任务。

The History and Trend of Environmental Education Research in China

After the contents, quantity, and research methods of the academic papers in environmental education from 1979 in China were analyzed, we have found that environmental education research began popular in China after 1994. And from 2000 the contents and research methods mentioned in most academic papers in environmental education in China disclosed that the uend of environmental education was transformed to education for sustainable development. It was from 2004 the academic paper quantity on environmental education was decreasing but the academic paper quantity on education for sustainable development was increasing in China. In most of these academic papers the significance of environmental education and introduction of environmental education in other countries were the main research contents. The research methods mentioned in these papers closely relating to the mainstream education research field, and environmental education is sensitive to mainstream education field and can response to it in time. But most research method used in these academic papers of education is single metaphysics method. Positivism research method and humanistic quality research method were insufficient. The analysis on the authors of these academic papers discloses that the number of researchers on environmental education is unstable for the reason of shortage of research fund in environmental education field. Shortage of research fund is also the reason to the absence of positivism research and humanistic quality research achievements on environmental education in China. Shortage of research fund is the ultimate restriction factor to the development of environmental education research. How to conciliate the conflictions generated by varied environmental values in curriculum of environmental education in different countries with both different development levels and different resources abundance in the future is that environmental education has the responsibility to face in the future.