欧洲儿童森林环境教育模式研究
|
摘要
党的十八大报告将"生态文明"提升为国家发展战略,并指出生态文化的宣传是需要从"娃娃、青少年、家庭"抓起。尽管我国对森林资源的利用已经从"种树"、"砍树"发展到"看树"的转变,但是民众与森林仍然存在巨大的距离感。如何发挥森林环境资源优势,让民众特别是儿童融入森林的研究是当前国内旅游环境教育的热点。本文在对英国、丹麦、德国、挪威等国家儿童森林环境教育研究文献整理的基础上,解读了欧洲森林环境教育的发展历程与重要节点性事件,如《日托机构法》、《户外学习宣言》等,从主动-被动参与森林环境教育程度,提出了户外游憩、森林学校、森林幼儿园、环境解说四种教育模式,并就其基本特征、影响因素、优势与不足等特点进行了总结。最后,就我国实际情况提出建立法律法规,创建"森林课堂"品牌与构建儿童户外科普游戏库等建议。
The report of the Eighteenth National Congress enhances the ‘ecological civilization' as a national development strategy, also pointing out that the promotion of ecological culture needs to start from ‘the children, youth, and family'. Although the use of forest resources has changed from ‘planting trees' and ‘harvesting trees' to ‘enjoying trees', there is still a long distance between people and forests. How to maximize the environmental advantages of forest resources, and involve the people, especially the children, into the forest-related study are focuses in the domestic environmental education currently. Based on the literatures of children forest environmental education in Britain, Denmark, Germany, Norway and other countries, the paper studies the process and hallmark events, such as Daycare Institution rule and Outdoor Learning Manifesto, puts forward four kinds of forest environmental education models from outdoor recreation, forest school, forest kindergartens to environmental interpretation, based on the active-passive participation continuum, and also analyzes the their characteristics, factors, strengths and weakness of. Finally, the paper proposes that the laws and regulations should be established according to the actual situation of China, the grand of ‘forest classroom' and the construction of children's outdoor science-popularized game library are supposed to be promoted and so on.
The report of the Eighteenth National Congress enhances the ‘ecological civilization' as a national development strategy, also pointing out that the promotion of ecological culture needs to start from ‘the children, youth, and family'. Although the use of forest resources has changed from ‘planting trees' and ‘harvesting trees' to ‘enjoying trees', there is still a long distance between people and forests. How to maximize the environmental advantages of forest resources, and involve the people, especially the children, into the forest-related study are focuses in the domestic environmental education currently. Based on the literatures of children forest environmental education in Britain, Denmark, Germany, Norway and other countries, the paper studies the process and hallmark events, such as Daycare Institution rule and Outdoor Learning Manifesto, puts forward four kinds of forest environmental education models from outdoor recreation, forest school, forest kindergartens to environmental interpretation, based on the active-passive participation continuum, and also analyzes the their characteristics, factors, strengths and weakness of. Finally, the paper proposes that the laws and regulations should be established according to the actual situation of China, the grand of ‘forest classroom' and the construction of children's outdoor science-popularized game library are supposed to be promoted and so on.
引文
[1]胡锦涛.坚定不移沿着中国特色社会主义道路前进为全面建成小康社会而奋斗——在中国共产党第十八次全国代表大会上的报告[N].人民日报,2012-11-18(1).
[2]罗芬,王怀採,李穗菡.生态文化解说可视化的研究——基于森林生态文化视角[J].中南林业科技大学学报,2012,30(12):201-107.
[3]罗芬,罗伟亮.户外参与式旅游解说媒体效果评估研究——以广西姑婆山国家森林公园酒桶解说小品为例[J].中南林业科技大学学报,2011,31(7):41-56
[4]魏艳红,姜薇,刘婷,等.英国FEI森林学校模式及其对我国幼儿教育的启示[J].教育探索,2004,4(214):142-143.
[5]上海绿洲生态保护交流中心.城市中的孩子与自然亲密度调研报告[R].上海:上海绿洲生态保护交流中心,2013.
[6]Anne I.H.Borge,Rannveig Nordhagen&Kari K.Lie.Children in the environment:Forest day-care centers[J].The History of the Family,2003,8:4,605-618.
[7]Liz O’Brien,Richard Murray.Forest School and its impacts on young children:Case studies in Britain[J].Urban Forestry&Urban Greening,2007,6:249–265.
[8]Wan Azlina,and Zulkifl ee A.S.A Pilot Study:The Impact of Outdoor Play Spaces on Kindergarten Children[J].ProcediaSocial and Behavioral Sciences,2010(38):275-283.
[9]Act no.19 of 5 May 1995 on Day Care Institutions with Regulations(Day Care Institutions Act)[Z].Jagland’s Government,1997.
[10]Learning Outside the Classroom Manifesto[Z].T h e Department for Education and Skills,2006.
[11]Kahn,P.,and S.Kellert.Children and nature:Psychological,sociocultural and evolutionary investigations[M].Cambridge,MA:MIT Press,2002.
[12]Bell,S.,C.Ward Thompson,and P.Travlou.Contested views of freedom and control:Teenagers and urban fringe woodland in Central Scotland[J].Urban Forestry and Urban Greening,2004,2:87–100.
[13]Thomas G,G Thompson.A child’s place:Why environment matters to children[R].London:Green Alliance and Demos report,2004.
[14]Louv,R.Last child in the woods:Saving our children from nature-defi cit disorder[M].New York:Algonquin Books,2005.
[15]DEMOS.Seen and heard:Reclaiming the public realm with children and young people[M].London:Publication for Play England,2007.
[16]Pyle,R.The thunder tree:Lessons from an urban wildland[M].New York:Houghton Miffl in,1993.
[17]Clifford Blizard,Rudolph Schuster,Jr.“They all cared about the forest”:elementary school children’s experiences of the loss of a wooded play space at a private school in upstate New York[R].General Technical Report,2004:57-63.
[18]Ann C.Barbour.The impact of playground design on the play behavior of children with differing levels of physical competence[J].Early Childhood Research Quarterly,1999(14):1,75-78.
[19]Shima Oloumia,Mohammadjavad Mahdavinejadb,and Alireza Namvarrad.Evaluation of Outdoor Environment from the Viewpoint of Children[J].Procedia-Social and Behavioral Sciences,2011(35):431-439.
[20]Nicola D.Ridgers,Zoe R.Knowles&Jo Sayers.Encouraging play in the natural environment:a child-focused case study of Forest School[J].Children’s Geographies,2012(10):1,49-65.
[21]Sara Knight.Forest School as a Way of Learning in the Outdoors in the UK[J].International Journal for CrossDisciplinary Subjects in Education(IJCDSE),2011(1):1.
[22]Trisha Maynard.Encounters with Forest School and Foucault:a risky business[J].Education 3-13:International Journal of Primary,Elementary and Early Years Education,2008(3):54,379-391.
[23]Kane,A.,&Kane,J.Waldkindergarten in Germany[J].Green Teacher,2011(94):16-19.
[24]Elke Weisshaar,Annette Schaefer,Reginald R.W.Scheidt,Thomas Bruckner,Christian J.Apfelbacher,and Thomas L.Epidemiology of Tick Bites and Borreliosis in Children Attending Kindergarten or So-Called“Forest Kindergarten”in Southwest Germany Diepgen[J].Journal of Investigative Dermatology,2006(126):584-590.
[25]Grahn,P.,Martenson,F.,Lindblad,B.,Nilsson,P.,&Ekman,A.Ute padagis(Outdoor day care)[M].Alnarp,Sweden:MOVIUM,1997.
[26]Holm,J..Skovb?rnehaver a?r 2000(Forest day care centers in 2000)[M].Fredrikshavn,Denmark:Dafalo,1998.
[27]John Muir,Timothy Flinders.Spiritual Writings[M].LOS Angeles:Modern Spiritual Masters Series,1860:160.
[28]Enos Mills.Adventures of a Nature Guide[M].New York:The Classics.us,2013.
[29]Beck,Larry and Ted Cable.Interpretation for 21st Century:Fifteen Guiding Principles for Interpreting Nature and Culture,1997:Champaign,IL:Sagamore Publishing.
[2]罗芬,王怀採,李穗菡.生态文化解说可视化的研究——基于森林生态文化视角[J].中南林业科技大学学报,2012,30(12):201-107.
[3]罗芬,罗伟亮.户外参与式旅游解说媒体效果评估研究——以广西姑婆山国家森林公园酒桶解说小品为例[J].中南林业科技大学学报,2011,31(7):41-56
[4]魏艳红,姜薇,刘婷,等.英国FEI森林学校模式及其对我国幼儿教育的启示[J].教育探索,2004,4(214):142-143.
[5]上海绿洲生态保护交流中心.城市中的孩子与自然亲密度调研报告[R].上海:上海绿洲生态保护交流中心,2013.
[6]Anne I.H.Borge,Rannveig Nordhagen&Kari K.Lie.Children in the environment:Forest day-care centers[J].The History of the Family,2003,8:4,605-618.
[7]Liz O’Brien,Richard Murray.Forest School and its impacts on young children:Case studies in Britain[J].Urban Forestry&Urban Greening,2007,6:249–265.
[8]Wan Azlina,and Zulkifl ee A.S.A Pilot Study:The Impact of Outdoor Play Spaces on Kindergarten Children[J].ProcediaSocial and Behavioral Sciences,2010(38):275-283.
[9]Act no.19 of 5 May 1995 on Day Care Institutions with Regulations(Day Care Institutions Act)[Z].Jagland’s Government,1997.
[10]Learning Outside the Classroom Manifesto[Z].T h e Department for Education and Skills,2006.
[11]Kahn,P.,and S.Kellert.Children and nature:Psychological,sociocultural and evolutionary investigations[M].Cambridge,MA:MIT Press,2002.
[12]Bell,S.,C.Ward Thompson,and P.Travlou.Contested views of freedom and control:Teenagers and urban fringe woodland in Central Scotland[J].Urban Forestry and Urban Greening,2004,2:87–100.
[13]Thomas G,G Thompson.A child’s place:Why environment matters to children[R].London:Green Alliance and Demos report,2004.
[14]Louv,R.Last child in the woods:Saving our children from nature-defi cit disorder[M].New York:Algonquin Books,2005.
[15]DEMOS.Seen and heard:Reclaiming the public realm with children and young people[M].London:Publication for Play England,2007.
[16]Pyle,R.The thunder tree:Lessons from an urban wildland[M].New York:Houghton Miffl in,1993.
[17]Clifford Blizard,Rudolph Schuster,Jr.“They all cared about the forest”:elementary school children’s experiences of the loss of a wooded play space at a private school in upstate New York[R].General Technical Report,2004:57-63.
[18]Ann C.Barbour.The impact of playground design on the play behavior of children with differing levels of physical competence[J].Early Childhood Research Quarterly,1999(14):1,75-78.
[19]Shima Oloumia,Mohammadjavad Mahdavinejadb,and Alireza Namvarrad.Evaluation of Outdoor Environment from the Viewpoint of Children[J].Procedia-Social and Behavioral Sciences,2011(35):431-439.
[20]Nicola D.Ridgers,Zoe R.Knowles&Jo Sayers.Encouraging play in the natural environment:a child-focused case study of Forest School[J].Children’s Geographies,2012(10):1,49-65.
[21]Sara Knight.Forest School as a Way of Learning in the Outdoors in the UK[J].International Journal for CrossDisciplinary Subjects in Education(IJCDSE),2011(1):1.
[22]Trisha Maynard.Encounters with Forest School and Foucault:a risky business[J].Education 3-13:International Journal of Primary,Elementary and Early Years Education,2008(3):54,379-391.
[23]Kane,A.,&Kane,J.Waldkindergarten in Germany[J].Green Teacher,2011(94):16-19.
[24]Elke Weisshaar,Annette Schaefer,Reginald R.W.Scheidt,Thomas Bruckner,Christian J.Apfelbacher,and Thomas L.Epidemiology of Tick Bites and Borreliosis in Children Attending Kindergarten or So-Called“Forest Kindergarten”in Southwest Germany Diepgen[J].Journal of Investigative Dermatology,2006(126):584-590.
[25]Grahn,P.,Martenson,F.,Lindblad,B.,Nilsson,P.,&Ekman,A.Ute padagis(Outdoor day care)[M].Alnarp,Sweden:MOVIUM,1997.
[26]Holm,J..Skovb?rnehaver a?r 2000(Forest day care centers in 2000)[M].Fredrikshavn,Denmark:Dafalo,1998.
[27]John Muir,Timothy Flinders.Spiritual Writings[M].LOS Angeles:Modern Spiritual Masters Series,1860:160.
[28]Enos Mills.Adventures of a Nature Guide[M].New York:The Classics.us,2013.
[29]Beck,Larry and Ted Cable.Interpretation for 21st Century:Fifteen Guiding Principles for Interpreting Nature and Culture,1997:Champaign,IL:Sagamore Publishing.