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The Value and Strategy of Natural Education Curriculum Development

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The Value and Strategy of Natural Education Curriculum Development
Case Study Session
Prof. Dr. Zhiyong Wei, RCE Hohhot
12th Asia-Pacific Regional RCE Meeting
4-6 June, 2019, Hangzhou, China

Published in: Government & Nonprofit
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The Value and Strategy of Natural Education Curriculum Development

  1. 1. The Value and Strategy of Natural Education Curriculum Development Zhiyong Wei Professor, Doctor Director of RCE Hohhot Director of Sustainable Development Education Center of Inner Mongolia Normal University Tel: 13948537656
  2. 2. OUTLINE: 1.What is natural education and natural school? 2.Why to Carry out Natural Education? 3.The Connotation of Natural Education Course 4. The value of Natural Education Curriculum Development 5. Strategies for Natural Education Curriculum Development
  3. 3. What is education? What is natural education? What is a natural school? 1. What are natural education and natural schools?
  4. 4. Education-the Inheritance of Culture Education means All social practice activities that purposefully affect the physical and mental development of human beings. The root of education is educe. Teacher Guidance Guide what? The learner's personality, ability, enthusiasm and vitality. The purpose of environmental education is to cultivate the individual as the subject. Guided education is very important.
  5. 5. Confucius advocated that children should get close to nature and know more about it. Enrich children's knowledge and mind through the learning of birds, beasts and plants. • "The wise enjoy the waters, the benevolent enjoy the mountains; the wise are active, the benevolent are placid; the wise are happy, the benevolent live long."
  6. 6. Human comes from nature and is a part of nature. Natural education is basic education. Contemporary Natural Education Environmental education in nature in Sensibility - Five Senses – Enjoyment. On Environmental Education of Nature about Knowledge-technology-in-depth understanding. Education for the natural environment for Action - Participation - Do it as small as possible.
  7. 7. —《Seattle Chieftain's Declaration》 The name of education is not important. What matters is the core goal—Friendly earth. Natural Education, Environmental Education, Earth Education, Ecology Education and Sustainable Development Education....
  8. 8. In my submission: Natural school refers to a place with natural environment education characteristics, on the basis of the integration of environmental education professionals, make full use of local unique environment and resources, development plan design course, through effective teaching methods, make the different ages of learners to experience nature in this environment, learning environment knowledge, to explore the relationship between people and the environment, cultivate responsible behavior to the environment, in order to realize the education, research, environmental protection, culture, recreation and so on many targets education professional institutions.
  9. 9. NATURE‐DEFICIT DISORDER • It is a term put forward by American writer Richard Lough in his best-selling book The Last Child in the Woods. • In his book, Lough emphasizes that natural deficiency is a disease that does not require medical treatment or medication, but a dangerous phenomenon in today's society, that is, children spend less and less time in nature, which leads to a series of psychological and behavioral problems, • Represents a phenomenon: human alienation naturally produced by various manifestations, such as slow response, inattention, high incidence of physical and psychological diseases. (Last Child in the Woods) 2. Why do we carry out natural education?
  10. 10. Natural Education!
  11. 11. 3. Nature Education curriculum connotation Before the implementation of nature education, educators should base on cutting-edge teaching concepts and combine with distinctive natural education sites. Creating an optimal environment for the natural education process. And make a systematic plan and arrangement for the establishment of teaching objectives, the selection of teaching contents, the application of teaching methods and the evaluation of teaching effects.
  12. 12. 4. The value of Natural Education Curriculum Development The curriculum development and design of nature education is the key link to ensure the quality and sustainable development of nature education. Preparedness ensures success and unpreparedness spells failure. Hardware facilities are the body of natural education, so curriculum construction and development is undoubtedly the soul, but also an important factor to attract people to come to study.
  13. 13. (ⅰ)The development of natural education curriculum is beneficial to the innovation of curriculum and makes the natural education institutions full of vigor and vitality. The curriculum, homogenization, content and teaching methods are single, and lack of innovation is a more prominent problem. In a city XXXXX, the course was not updated in more than two years. We need to establish an advanced educational philosophy, to have the awareness and responsibility of curriculum development, to keep up with the pulse of social development, and to actively update and improve the curriculum.
  14. 14. Nature courses in the United States include: 1. Natural exploration (such as animal and plant observation, starry sky observation, environmental investigation, etc.); 2. Outdoor survival (such as equipment use, survival skills, outdoor experience, etc.); 3. Outdoor sports (such as mountaineering, orienteering, rock climbing, outreach training, etc.); 4. Cultural inheritance (agricultural experience, cultural visit, handmade, etc.) Three nature education centers in the United States (west lafayette, Pittsburgh, Boston)
  15. 15. West Lafayette Nature Education Centre
  16. 16. Pittsburgh Nature Education Center
  17. 17. Boston Center for Nature Education
  18. 18. (ⅱ)The development of natural education curriculum is helpful to improve the professional level of teachers and promote the professional development of teachers. Through scientific and normative development of natural education curriculum design training, make professional teachers not only know what "teaching" and "how to teach", but also need to know "why do you teach", thus the natural education teaching activities based on system planning, promote natural education teachers' professional development.
  19. 19. (ⅲ)It is helpful to define the training objectives and establish the student-centered curriculum concept The objectives of natural education include: "Ability and method", "Attitude and values", Knowledge and skills "Core literacy" and other four aspects.
  20. 20. 5. Strategies for the Development of Natural Education Curriculum (ⅰ) Determine the direction and clarify the teaching objectives of the course The first step in the development of nature education curriculum is to determine the teaching objectives, mainly based on the curriculum design, education goals, age characteristics and other content of nature education.
  21. 21. 年龄 阶段 特点 应对 策略 学龄 前儿 童 泼好 动, 好奇 心强, 很容 易被 激发 热情, 乐意 在大 自然 中逗 留, 时常 喧闹 而兴 奋, 自制 力差, 情绪 性强, 受外 界影 响很 大, 很难 集中 到一 起接 受指 导 当让 孩子 体验 到在 大自 然中 活动 是件 愉快 的事 情, 可以 利用 玩耍 或采 集植 物等 简单 的集 体活 动, 让孩 子感 受在 自然 中的 快乐, 组织 多种 形式 的集 体游 戏, 鼓励 孩子 与同 伴交 往, 让孩 子尽 可能 多地 利用 感觉 器官, 如视 觉、 听觉、 味觉、 嗅觉、 触觉 来感 受大 自然。 注重 引导, 培养 兴趣 Age Characteristic features Coping strategies School age gas system They are lively, curious, easy to arouse enthusiasm, willing to stay in nature, often noisy and exciting, poor self-control, strong emotional, greatly influenced by the outside world, it is difficult to concentrate together for guidance. We should let children experience that activities in nature are a pleasant thing. We can make use of simple collective activities such as playing or collecting plants to make children feel happy in nature, organize various forms of collective games, encourage children to interact with their peers, and let children use as many sensory organs as possible, such as vision, hearing, taste, smell and touch to feel big. Nature. Pay attention to the guidance of children and cultivate their interest.
  22. 22. 年龄 阶段 特点 应对 策略 学龄 前儿 童 泼好 动, 好奇 心强, 很容 易被 激发 热情, 乐意 在大 自然 中逗 留, 时常 喧闹 而兴 奋, 自制 力差, 情绪 性强, 受外 界影 响很 大, 很难 集中 到一 起接 受指 导 当让 孩子 体验 到在 大自 然中 活动 是件 愉快 的事 情, 可以 利用 玩耍 或采 集植 物等 简单 的集 体活 动, 让孩 子感 受在 自然 中的 快乐, 组织 多种 形式 的集 体游 戏, 鼓励 孩子 与同 伴交 往, 让孩 子尽 可能 多地 利用 感觉 器官, 如视 觉、 听觉、 味觉、 嗅觉、 触觉 来感 受大 自然。 注重 引导, 培养 兴趣 Age Characteristic features Coping strategies Students in grades one through three Their enthusiasm is easily mobilized, they are interested in nature, have enthusiasm, can deal with simple logical problems, will be happy with their discoveries and attempts, and begin to explore the internal links of things, love animals and trust camp instructors. We can choose experiential activities, incorporate tasks with clear instructions and independent completion into natural education guidance activities, and try to avoid lengthy explanations, otherwise children's attention will drop sharply. It is better for children to experience nature by themselves, such as collecting, touching objects and collective activities. In addition, activities with sports opportunities are also a good choice.
  23. 23. 年龄 阶段 特点 应对 策略 学龄 前儿 童 泼好 动, 好奇 心强, 很容 易被 激发 热情, 乐意 在大 自然 中逗 留, 时常 喧闹 而兴 奋, 自制 力差, 情绪 性强, 受外 界影 响很 大, 很难 集中 到一 起接 受指 导 当让 孩子 体验 到在 大自 然中 活动 是件 愉快 的事 情, 可以 利用 玩耍 或采 集植 物等 简单 的集 体活 动, 让孩 子感 受在 自然 中的 快乐, 组织 多种 形式 的集 体游 戏, 鼓励 孩子 与同 伴交 往, 让孩 子尽 可能 多地 利用 感觉 器官, 如视 觉、 听觉、 味觉、 嗅觉、 触觉 来感 受大 自然。 注重 引导, 培养 兴趣 Age Characteristic features Coping strategies Students in grades four through six Most of them are extroverted and open, efficient, and very active. They have enough curiosity and interest in nature, strong acceptance ability, will be happy with their discoveries and attempts, and begin to gradually explore the internal links between things. We should guide these energetic and enthusiastic students with activities with many sports opportunities and clear tasks. Activities that promote collaboration and teamwork can be carried out. Children of this age are willing to accept new things and it is feasible for them to impart knowledge.
  24. 24. 年龄 阶段 特点 应对 策略 学龄 前儿 童 泼好 动, 好奇 心强, 很容 易被 激发 热情, 乐意 在大 自然 中逗 留, 时常 喧闹 而兴 奋, 自制 力差, 情绪 性强, 受外 界影 响很 大, 很难 集中 到一 起接 受指 导 当让 孩子 体验 到在 大自 然中 活动 是件 愉快 的事 情, 可以 利用 玩耍 或采 集植 物等 简单 的集 体活 动, 让孩 子感 受在 自然 中的 快乐, 组织 多种 形式 的集 体游 戏, 鼓励 孩子 与同 伴交 往, 让孩 子尽 可能 多地 利用 感觉 器官, 如视 觉、 听觉、 味觉、 嗅觉、 触觉 来感 受大 自然。 注重 引导, 培养 兴趣 Age Characteristic features Coping strategies Junior high school students They are independent, self-conscious and eager to be valued. With the advent of adolescence, physical and psychological changes make it difficult for them to concentrate. They are in the transitional stage from children to adults, hoping to appear as adults and be treated as adults, but they can not grasp this new role, so they often appear negative. Their "cool" appearance is just the reflection of this. They are afraid of being questioned and are busy exploring the answers to some central questions, such as: "Who am I?" "Why did I come to this world?" "Where can I use it?" Or "Where is my future?" Wait We should understand their needs and pay attention to them. In order to satisfy different interests, we can arrange some activities to exercise planning ability and social ability besides physical activities. We should take adolescents of this age seriously. Choose a topic that is not only relevant to their knowledge, but also challenging to them. Campers can work independently and purposefully. We should give them free space to talk, discuss and think, and even change their schemes of activities.
  25. 25. 年龄 阶段 特点 应对 策略 学龄 前儿 童 泼好 动, 好奇 心强, 很容 易被 激发 热情, 乐意 在大 自然 中逗 留, 时常 喧闹 而兴 奋, 自制 力差, 情绪 性强, 受外 界影 响很 大, 很难 集中 到一 起接 受指 导 当让 孩子 体验 到在 大自 然中 活动 是件 愉快 的事 情, 可以 利用 玩耍 或采 集植 物等 简单 的集 体活 动, 让孩 子感 受在 自然 中的 快乐, 组织 多种 形式 的集 体游 戏, 鼓励 孩子 与同 伴交 往, 让孩 子尽 可能 多地 利用 感觉 器官, 如视 觉、 听觉、 味觉、 嗅觉、 触觉 来感 受大 自然。 注重 引导, 培养 兴趣 Age Characteristic features Coping strategies Parent-child activities Generally speaking, children have good comprehension and memory, and can remember various objects quickly; adults have excellent logical thinking and structural ability. In natural education, natural education activities of family parents and children can be well arranged. In the guidance of such activities, common and game-based learning should dominate. Don't hesitate whether adults should be allowed to participate in games that are emphasized as children. Everyone will have fun in activities and games. In the activities, please combine the characteristics of each family member, give full play to their advantages, integrate them into a specific object, they can easily find out the internal links of things. Family natural education activities with these factors will certainly be welcomed by families.
  26. 26. (三)有利于明确培养目标,树立以学生为主体的课程理念(一)厘定方向,明确课程的教学目标(二)选择资源,开发具有地域特色的教学内容(二)选择资源,开发具有地域特色的教学内容(二)选择资源,开发具有地域特色的教学内容(二)选择资源,开发具有地域特色的教学内容(二)选择资源,开发具有地域特色的教学内容 (2) Select resources and develop teaching contents with regional characteristics First, it is necessary to adapt measures to local conditions, fully tap into regional characteristics and select natural educational resources that can be used.
  27. 27. Second, actively seek experts and social resources for help. : (三)有利于明确培养目标,树立以学生为主体的课程理念(一)厘定方向,明确课程的教学目标
  28. 28. (3) System optimization, guiding students to implement courses in their own experience We should lead students to natural education places for personal participation, experience, inspection, exploration, and detailed guidance of the implementation process of the curriculum. Enhancing the experiential and participatory nature education curriculum and reducing the ear and eye courses which mainly focus on listening or watching are the important issues that need to be solved urgently in the natural education base. (三)有利于明确培养目标,树立以学生为主体的课程理念(一)厘定方向,明确课程的教学目标(二)选择资源,开发具有地域特色的教学内容(二)选择资源,开发具有地域特色的教学内容(二)选择资源,开发具有地域特色的教学内容(二)选择资源,开发具有地域特色的教学内容(二)选择资源,开发具有地域特色的教学内容
  29. 29. (4) Multiple evaluation can effectively promote the all-round development of students Natural education emphasizes the learning process and learning evaluation, the reliability and validity of main point to the students' comprehensive ability and goals, so basically adopts multiple ways of evaluation, including observations and questions, ac type conversation, the completion of work, study results show, learning experience sharing, decided that the achievement of a variety of ways, and can be either on a stage before, in class and after class curriculum evaluation. (三)有利于明确培养目标,树立以学生为主体的课程理念(一)厘定方向,明确课程的教学目标(二)选择资源,开发具有地域特色的教学内容(二)选择资源,开发具有地域特色的教学内容(二)选择资源,开发具有地域特色的教学内容(二)选择资源,开发具有地域特色的教学内容(二)选择资源,开发具有地域特色的教学内容
  30. 30. Tel: 13948537656 E-mail: wzy0905@126.com

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