Conduct Research On Environmental Education Based On Micro-project-based Learning

In 2012,at the Eighteenth National Congress of the Communist Party of China,it was proposed to "put the construction of ecological civilization in a prominent position" and "strengthen the publicity and education of ecological civilization,and enhance the awareness of conservation,environmental protection and ecology of the whole people".Nowadays,environmental education has become an important part of the construction of ecological civilization in China.At present,the environmental education in China’s schools adopts a multidisciplinary penetration model,and teachers generally use teaching methods such as teaching and playing videos when carrying out environmental education,and sometimes,the ideal teaching effect cannot be achieved.Therefore,this paper attempts to adopt a micro-project learning model for environmental education and explore a new way to carry out environmental education.This paper sorted out the connotation of environmental education,environmental literacy and the relevant theories of the micro-project learning model,discussed the definition and characteristics,basic elements and teaching procedures of the micro-project learning model,found the learning commonality between the micro-project learning mode and environmental education,constructed the teaching process of using micro-project learning to carry out environmental education.In this study selected students from two classes of the second grade of a school in Kaifeng City as objects to carry out teaching practice.Before carrying out teaching practice,the questionnaire survey method was first used to understand the development of environmental education in schools and the environmental literacy of students,and the data collected in this questionnaire was used as a front test,and then combined with the students’ situation,the appropriate environmental education content in the eighth grade textbook of junior high school biology in the Beijing Normal University edition was selected for teaching design in accordance with the process of micro-project learning mode,and the two classes were taught.After a semester of teaching practice,the students’ environmental literacy was again surveyed as a post-test.The author carried on the statistical analysis to the two questionnaire data.In the process of carrying out environmental education,students’ classroom performance was recorded from four aspects,such as consulting materials,answering questions,participating in group discussions and negative behaviors;in the after-class time,teachers guided students to observe and record environmental behaviors in the form of self-evaluation and mutual evaluation,and confirmed the impact of this teaching mode on students’ environmental literacy from two aspects: classroom performance and after-class observation.By analyzing the questionnaire data,synthesizing students’ classroom performance and after-class observations,this study drew the following conclusions: first,it is feasible to use the micro-project learning model to carry out environmental education in junior high school biology teaching,and the classroom can proceed smoothly in accordance with the teaching process to achieve teaching goals;second,using microproject-based learning model to carry out environmental education can improve students’ environmental literacy.By analyzing and explaining environmental problems,students can not only master knowledge,but also improve environmental literacy;third,the use of micro-project learning can realize the potential of students and promote the development of students’ own environmental literacy;fourth,the use of microproject learning mode can stimulate students’ interest in classroom learning,enliven the classroom atmosphere,improve students’ participation and problem-solving ability,and greatly help students’ academic performance.At the same time,this study summarizes the following suggestions based on teaching practice:first,teachers should improve their environmental literacy,take the initiative to pay attention to environmentally-related social science issues,and choose effective teaching models to apply to classroom teaching;second,schools should attach importance to environmental education,providing teachers and students with sufficient teaching resources and venues to carry out environmental education;third,the state and related education departments should attach importance to environmental education and training for teachers.