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The article is devoted to a comparative analysis of the approaches of Chinese scientists to understanding the essence of environmental education, which is of great social and personal importance for the country. Addressing this issue is due to the need for wider introduction of environmental education into the programs of educational institutions in the country.
The purpose of this study is a comparative analysis of the approaches of Chinese teachers to understanding the essence and characteristics of environmental education in order to clarify its theoretical and practical foundations.
The leading model for organizing environmental education in China is the so-called Lucas model of “education for the environment, education about the environment, and education in the environment”.
The principles of complexity, interdisciplinarity, and the unity of local, regional and global approaches to the analysis of environmental problems are the base of the organization of environmental education in China.
The features of the content component of environmental education determine by the regional and local specifics of environmental problems and the possibilities for solving them.
Keywords:environmental education, model of “education about the environment, for the environment, in the environment”, complexity, interdisciplinarity, local, regional and global approaches, target component, technological component, knowledge, methods of activity, experience of creative activity, emotional experience - value relations
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