北欧国家生态文明教育的三维向度
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摘要
生态文明教育是世界各国面临的共同课题,作为提出并实践可持续发展的先行地区,北欧国家积极探索生态文明教育模式,主要体现在动因、内容、实践三个维度。在动因维度,生态文明教育是北欧国家实施绿色立国战略的基石、推动教育绿色转型的依托、满足公民绿色需要的抓手。在内容维度,北欧国家生态文明教育内容丰富、涉及面广,主要包括生态认知、生态技能、生态伦理和生态消费等方面,旨在全面提升公民的生态文明素养。在实践维度,北欧国家制定并实施生态文明教育战略、建立并完善生态文明教育机构、构建并执行生态文明教育法律、推广并运用生态文明教育技术,开创了颇具特色的北欧生态文明教育道路。
Ecological civilization education is a common topic faced by all countries in the world.As a pioneering area for proposing and practicing sustainable development, Nordic countries actively explore the mode of ecological civilization education, which is mainly embodied in three dimensions: motivation, content and practice.In the dimension of motivation, ecological civilization education is the cornerstone of implementing the green nation-building strategy, the support to promote the green transformation of education and the key for meeting the green needs of citizens in Nordic countries. In the dimension of contents, the ecological civilization education in the Nordic countries is rich in contents, mainly including ecological cognition, ecological skills, ecological ethics and ecological consumption, aiming at comprehensively enhancing the ecological civilization literacy of the citizens. In the dimension of practice, Nordic countries have formulated and implemented the strategy of ecological civilization education, established and perfected the institutions of ecological civilization education, constructed and implemented the laws of ecological civilization education, promoted and applied the technology of ecological civilization education, and created a distinctive way of Nordic ecological civilization education.
Ecological civilization education is a common topic faced by all countries in the world.As a pioneering area for proposing and practicing sustainable development, Nordic countries actively explore the mode of ecological civilization education, which is mainly embodied in three dimensions: motivation, content and practice.In the dimension of motivation, ecological civilization education is the cornerstone of implementing the green nation-building strategy, the support to promote the green transformation of education and the key for meeting the green needs of citizens in Nordic countries. In the dimension of contents, the ecological civilization education in the Nordic countries is rich in contents, mainly including ecological cognition, ecological skills, ecological ethics and ecological consumption, aiming at comprehensively enhancing the ecological civilization literacy of the citizens. In the dimension of practice, Nordic countries have formulated and implemented the strategy of ecological civilization education, established and perfected the institutions of ecological civilization education, constructed and implemented the laws of ecological civilization education, promoted and applied the technology of ecological civilization education, and created a distinctive way of Nordic ecological civilization education.
引文
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[3]Ministry of Energy, Utilities and Climate.Together for a greener future[EB/OL].(2018-10-01)[2019-01-10].https://en.efkm.dk/news/news-archive/2018/oct/togetherfor-a-greener-future/.
[4]卢洪友,许文立.北欧经济“深绿色”革命的经验及启示[J].人民论坛·学术前沿,2015(3):84-94.
[5]David W. Orr. Hope is an Imperative:The Essential David Orr Reader by David W. Orr[M/OL].Washington,D. C.:Island Press,1992:24.
[6]Aulis Pitk?l?,Jorma Kauppinen. National Core Curriculum for Basic Education 2014[M]. Ministry of Education and Culture,Finland,2014.
[7]王海燕.21世纪以来瑞典中小学可持续发展教育研究[D].昆明:云南师范大学,2014.
[8]周珂,林潇潇.环境生态治理的制度变革之路——北欧国家环境政策发展史简述[J].人民论坛·学术前沿,2015(01):35-52.
[9]周长城,徐鹏.“新绿色革命”与城市治理体系的创新——丹麦可持续发展经验对中国的启示[J].人民论坛·学术前沿,2014(22):74-83.
[10] Swed ishG over n mentS t atement.E colog ica l Sustainability[R]. Governmental Document,1997/98:13.
[11]Gerard Bonnet(Ed). The Assessment of Pupils'Skills in English in Eight European Countries 2002[R].European Network of Policy Makers for the Evaluation of Education Systems,2004:26-27.
[12]ESHACH H,FRIED M N. Should science be taught in early childhood[J]. Journal of Science Education and Technology,2005,14(3):315-336.
[13]Peter Plant.The Five Swans:Educational and Vocational Guidance in the Nordic Countries[J].International Journal for Educational and Vocational Guidance,2003,3(2):85-100.
[14]Ulla-Stina Ryking. Education in Sweden[R]. Stockholm:Swedish Ministry of Education and Science,2003.
[15]Swedish National Agency for Education.Curriculum for the compulsory school,preschool class and schoolage educare(Revised 2018)[M/OL]. Stockholm:AB Typoform,2018:166-227(2018-03-24)[2018-10-26].https://www.skolverket.se/sitevision/proxy/publikationer/svid12_5dfee44715d35a5cdfa2899/55935574/wtpub/ws/skolbok/wpubext/trycksak/Blob/pdf3984.pdf?k=3984.
[16]Ogre Taskin.The environmental attitudes of Turkish senior high school students in the context of postmaterialism and thenewenvironmental paradigm[J].International Journal of Science Education,2009,31(4):481-502.
[17]潘康.芬兰、瑞典生态环境建设与保护机制[J].贵州师范大学学报(自然科学版),2000,18(4):18-21.
[18]李清玉.北欧人这样过生活[M].北京:旅游教育出版社,2009:168.
[19]Vincent Morelli MD.An Overview of Environmental Justice Issues in Primary Care—2018[J].Physician Assistant Clinics,2019,4(1):185-201.
[20]Dr. Siv Sellin.In the Documentation for Environmental Education Processes in Formal Education[C].Sweden,2003.
[21]本田直之.少即是多:北欧自由生活意见[M].李雨潭,译.重庆:重庆出版社,2015:4.
[22]黄娟,王幸楠.北欧国家绿色发展的实践与启示[J].经济纵横,2015(7):122-125.
[23]Arun Micheelsen.Consumer acceptance of the New Nordic Diet. An exploratory study[J].Appetite,2013,70:14-21.
[24]Reidun Dahl Schlanbusch.Experiences with LCA in the Nordic Building Industry—Challenges,Needs and Solutions[J].Energy Procedia,2016,96:82-93.
[25]Benjamin K. Sovacool.Reviewing Nordic transport challenges and climate policy priorities:Expert perceptions of decarbonisation in Denmark,Finland,Iceland,Norway,Sweden[J].Energy,2018,165:532-542.
[26]Soren Breiting,Per Wickenberg. The progressive development of environmental education in Sweden and Denmark[J]. Environmental Education Research,2010,16(1):9-37.
[27] Education for Sustainable Development—a Response From the Nordic Countries[EB/OL](.2012-07-25)[2018-05-01].http://www.education4sustainability.org/tag/finland/.
[28]傅建明,蒋洁蕾.二战后瑞典环境教育的框架及启示[J].外国教育研究,2013(1):89-95.
[29]Ruth Chung Wei, Alethea Andrée.How Nations Invest in Teachers[J].Educational Leadership,2009,66(5):28-33.
[30]Axelsson,H.. Environment and School Initiatives-ENSI[R]. Department of Education and Educational Research,1993:1-5.
[31]Ministry of Climate and Environment[EB/OL].(2018-01-01)[2018-01-10].https://www.regjeringen.no/en/dep/kld/organisation/departments/id695/.
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[34]资料整理于冰岛环境与自然资源部网站[EB/OL].(2018-10-06)[2018-10-06].https://www.government.is/ministries/ministry-for-the-environment-and-naturalresources/.
[35]A. Larson.National Policies and Practices on ICT in Education:Denmark[M].Greenwich:Information Age Publishing,2009:244-247.
[36]U.S. Department of Education. International Experiences withEducationalTechnology:FinalReport[R].Washington,D.C.:Office of Educational Technology,2011:115-126.
[37]谢燕妮.芬兰中小学可持续发展教育研究[J].世界教育信息,2017(5):50-59.
[38]Ministry of Education and Research.Brochure of Ministry of Education and Research[EB/OL].(2012-10-14)[2018-10-06].http://www.regjeringen.no/nb/dep/kd/dok/veiledninger_brosjyrer/2007/brosjyre-omkunnskapsdepartementet.html?id=482407.
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