The Research On Education For Sustainable Development In Middle School Geography

Nowadays, sustainable development is an issue that it is concerned byhuman being. The strategy of sustainable development has been regarded as abasic policy to come true the great revival of the Chinese nation. Education forsustainable development should be instructed to geographic subject in middleschool. It is necessary for us to adapt to the quality education in the 21st century.This research is of great value and significance both from its theory andpractice. The article is divided into four parts:The first part is the fundamentals of education for sustainable developmentin middle school geography. Firstly, it introduces the formation anddevelopment of the concept of sustainable development. Secondly, it informs usthe basic meaning of education for sustainable development. Thirdly, this partstates the guidance of education for sustainable development. Such as Marxistphilosophy, constructivism, Dewey's educational theory, education psychologytheory and relative theories.The second part is about the relation between education for sustainabledevelopment and geographic subject in middle school. It discusses both thenecessity and operability of carrying out education for sustainable developmentin middle school geography. Education for sustainable development will makean unprecedented opportunity to reform the geography education. Geographyplays an irreplaceable role in education for sustainable development. Middleschool students are in a period of rapid growth. Therefore, the education forsustainable development should be emphasized in middle school geography.The third part belongs to the research of teaching approaches. In this part ,it puts forward three teaching approaches. The first one is "emotion—attitude",such as contests and games, painting, entertainment and reading story. Thesecond one is "problem solving", with argument, group discussion, internetassisted instruction and so on. The third one is "extracurricular activities", withwriting, investigation, propaganda and education, etc.. The author followed theroute of practice—adjustment—practice, analyzed the causes of success andfailure.The fourth part belongs to the research of teaching practice. Firstly, itpoints out the teaching project should complied with the four principles.Secondly, using the testable of sustainable development consciousness andmodern statistics theory, the author made an experiment examination aimed atmiddle school students' sustainable development consciousness, then dealt withthe statistical datum. Finally, it designs teaching project of education forsustainable development, with the help of the author's own teaching experience.The article makes breakthroughs in two aspects. The author first constructsthe scientific connotation and theoretical foundation of education for sustainabledevelopment. Secondly, the author implements education for sustainabledevelopment by means of various teaching methods, forms an open geographymethod.Education for sustainable development in middle school geographycultivates the students' active study and promotes the overall qualities ofstudents. Middle school students gain basic geography skills and also acquireconcept of population, resources, environment and sustainable development inmind. The research has been made critical phase of achievements, which is ofgreat value in application and dissemination. The author hopes that this articlecan be a reference to other teachers of geography in middle school.