生物课程标准明确提出,要把生物多样性教育作为生物学教学的主题。因此,在中学生物教学中渗透生物多样性教育是落实中学生物教学目标的客观要求,对培养未来公民和决策者的生物多样性素养具有重要意义。为了解生态文明视域下高中生物教...生物课程标准明确提出,要把生物多样性教育作为生物学教学的主题。因此,在中学生物教学中渗透生物多样性教育是落实中学生物教学目标的客观要求,对培养未来公民和决策者的生物多样性素养具有重要意义。为了解生态文明视域下高中生物教学中生物多样性教育的现状,笔者以武汉、黄冈地区的普通高中部分师生为研究对象,通过问卷调查法与访谈法展开研究。结果表明,普通高中生具有一定的生物多样性知识、良好的生物多样性保护态度与行为,但教师及学校的生物多样性教育意识有待提高,生物多样性教育的内容及方法有待改进、生物多样性教育评价体系亟需完善、生物多样性设施有待更新。The biology curriculum standard clearly states that biodiversity education should be taken as the theme of biology teaching. Therefore, the infiltration of biodiversity education in middle school biology teaching is an objective requirement to implement the objectives of middle school biology teaching, and it is of great significance to cultivate the biodiversity literacy of future citizens and decision-makers. In order to understand the current situation of biodiversity education in high school biology teaching from the perspective of ecological civilization, the author took some teachers and students at ordinary high schools in Wuhan and Huanggang as research objects and conducted research through questionnaire surveys and interviews. The results showed that high school students had certain knowledge of biodiversity and good attitudes and behaviors towards biodiversity conservation, but teachers and schools needed to improve their awareness of biodiversity education, its contents and methods, its evaluation system and its facilities needed to be updated.展开更多
文摘生物课程标准明确提出,要把生物多样性教育作为生物学教学的主题。因此,在中学生物教学中渗透生物多样性教育是落实中学生物教学目标的客观要求,对培养未来公民和决策者的生物多样性素养具有重要意义。为了解生态文明视域下高中生物教学中生物多样性教育的现状,笔者以武汉、黄冈地区的普通高中部分师生为研究对象,通过问卷调查法与访谈法展开研究。结果表明,普通高中生具有一定的生物多样性知识、良好的生物多样性保护态度与行为,但教师及学校的生物多样性教育意识有待提高,生物多样性教育的内容及方法有待改进、生物多样性教育评价体系亟需完善、生物多样性设施有待更新。The biology curriculum standard clearly states that biodiversity education should be taken as the theme of biology teaching. Therefore, the infiltration of biodiversity education in middle school biology teaching is an objective requirement to implement the objectives of middle school biology teaching, and it is of great significance to cultivate the biodiversity literacy of future citizens and decision-makers. In order to understand the current situation of biodiversity education in high school biology teaching from the perspective of ecological civilization, the author took some teachers and students at ordinary high schools in Wuhan and Huanggang as research objects and conducted research through questionnaire surveys and interviews. The results showed that high school students had certain knowledge of biodiversity and good attitudes and behaviors towards biodiversity conservation, but teachers and schools needed to improve their awareness of biodiversity education, its contents and methods, its evaluation system and its facilities needed to be updated.
