摘要
教师面临着可持续发展教育和全球公民教育的巨大挑战,从现有视角看,教师参与ESD和GCED是实现全球可持续发展的根本指向,是实现个体完整性成长的本质诉求,还是确保可持续教育和全球教育理念具身化的重要路径。EI和UNESCO于2021年联合发布的《教师有发言权:开展可持续发展教育和全球公民教育的动机、技能和机会》在对全球58000多名中小学教师综合调查的基础上,通过教师参与ESD和GCED中动机和意识、技能认知和教学机会三个方面的现状诠释,指出当前教师在参与ESD和GCED动机和意识方面表现为信心不足等问题,在技能认知和教学上表现为技能缺失、高效评估方法缺失、教师教育不完善等问题,在参与机会方面表现为系统性课程乏力、学校支持体系窄化、主体地位缺失等问题。未来深化教师参与ESD和GCED则需:明晰定位,聚焦ESD和GCED与教学课程的深度融合;开源节流,拓宽ESD和GCED教学资源;赋权增效,确保参与主体推进ESD和GCED的合理地位;创设环境,实现ESD和GCED于无声处育人;立足本国,促使爱国教育与GCED有机结合。
Teachers are facing great challenges of sustainable development education and global citizenship education. From the current perspective, teachers’ participation in ESD and GCED is the fundamental direction of achieving global sustainable development, is it the essential requirement for the growth of individual integrity, or to ensure sustainability An important path for the embodiment of the concept of education and global education. On November 24, 2021, EI and UNESCO jointly issued “Teachers Have a Voice: Motivation, Skills, and Opportunities for Carrying Out Education for Sustainable Development and Global Citizenship Education”, based on a comprehensive survey of more than 58,000 primary and middle school teachers around the world. Through the interpretation of the current situation of teachers’ participation in ESD and GCED, motivation and awareness, skills awareness and teaching opportunities,it is pointed out that the current teachers’ motivation and awareness of participating in ESD and GCED are manifested as insufficient confidence and other issues, in terms of skills awareness and teaching It is manifested in the lack of skills, the lack of efficient evaluation methods, and imperfect teacher education.In terms of participation opportunities, it is manifested in the lack of systematic curriculum, the narrowing of school support system, and the loss of the main body status. To deepen teachers’ participation in ESD and GCED in the future, it is necessary to: clarify the positioning, focus on the deep integration of ESD and GCED with the teaching curriculum;Open up resources and reduce expenditure, expand ESD and GCED teaching resources;Empowerment and efficiency enhancement to ensure the reasonable status of participants in promoting ESD and GCED;Create environment to realize ESD and GCED education in silent places;Based on the country, promote the organic combination of patriotic education and GCED.
作者
赵伟
梁晨
王荣欣
ZHAO Wei;LIANG Chen;WANG Rong-xin(School of Education and Science Liaocheng University,Liaocheng 252000,China;Teacher Education College,Zhejiang Normal University,Jinhua 321000,China;Education and Sports Bureau of Gaotang County,Liaocheng 252000,China)
出处
《聊城大学学报（社会科学版）》
2023年第1期81-93,共13页
Journal of Liaocheng University:Social Science Edition
基金
山东省社会科学规划研究一般项目(22CJYJ05):“双减”背景下中小学生核心素养培育研究
山东省高等教育学会高等教育研究专项课题(SDGJ212012):山东省小学教育专业公费师范生课程体系建设研究。
关键词
可持续发展教育
全球公民教育
ESD和GCED
课程
爱国教育
education for sustainable development
global citizenship education
ESD and GCED
curriculum
patriotic education
