A General Study On The Thought Of Sustainable Development In High School Geographic Education Of China

On the background of deepening educational reformation and advancing high school quality-oriented education, this paper analyses the influence on high school education of scientific outlook on development and strategy of sustainable development. Moreover, this paper studies the thought of sustainable development in high school geographic teaching material, teaching outline and teaching practice by means of related theories and methods of geography and education. As a result, this paper gives some conclusions. First of all, the thought of sustainable development have been penetrating in high school education since 1986, and show themselves as the characteristic of "stringing knowledge points by knowledge thread, driving full knowledge by knowledge points ". High school education introduces the ideas of sustainable development through teaching the knowledge about resource, environment and economic & social development, and fosters high school students' forming concept of sustainable development by high school geographic teaching practice. Secondly, in order to reaching the aim of bringing up high school students' ideas of sustainable development, we should perfect high school geographic teaching material, teaching methods and teaching means. We may write school-based teaching material combined regional development, and lead students attach themselves to regional practice of sustainable development. Thirdly, in the course of classroom teaching, we should teach the theory of sustainable development by many methods such as dialectics, comparison, combination of qualitative analysis and quantitative analysis, and cultivate students' participant consciousness. Geographic teachers may lead students to develop research learning. Finally, in order to widening high school quality-oriented education field and strengthen students' learning sustainable development knowledge, high school geographic education should form scientific teaching appraising mechanism. We may establish the teaching appraising mechanism...