The Study About Carrying Out Low-carbon Education In The Teaching Of Geography In The Middle School

Since the 21st century, with the development of economy, the human "High Carbon" consumer behavior has led to the continued global warming, and caused climate and environment deterioration, which has become one of the most serious environment problems that the more endanger of the fate of earth and the future of the human race. Low-Carbon education is the basic way to solve these problems, and it is a necessary guarantee to promote the sustainable development of society. Strengthening the learning of Low-Carbon in high school is not only the urgent need of social development but also the long-term development of the future society needs. So, I made some surveys on some high school students in Guangzhou about what the Low-Carbon teaching is in their school and analysis the existing problem. I asked 300 students and 50 teachers at random to know the situation of Low-Carbon teaching in their daily geography teaching by using questionnaire, interview and on-the-spot observation method and so on and I used Excel data system to analyze the original date. Survey results show that:First, currently many high schools in Guangzhou pay more attention on Low-Carbon education; some high school geography teachers have a correct understanding of Low-Carbon teaching, but the carbon practice and education ability cannot be optimisticSecond, students have had some knowledge of Low-Carbon environmental protection awareness and formed the correct Low-Carbon values and attitudes in some way. But there is still some room for them to put their awareness into the real world, in other words, they cannot combine properly their individual action with their understanding to the environment.Third, osmosis education mode is the main way in high school geography teaching, and subject the exchange between inadequate. So Low-Carbon education content and methods should be reformed, especially to strengthen Low-Carbon education practicality, and cultivate the students' awareness of participation.Fourth, the weakness of Low-Carbon teaching is that there is a lack of qualified teachers in this filed. Most of geographical teachers need to accept professional training. The relevant departments and the school leader should strengthen the education of Low-Carbon attention. After the research in developing the education of Low-Carbon, I find the main problems existing in the education content are:first, the teaching resource is not a system, and osmosis approach is not enough; Second, the resources of Low-Carbon education are lack; Third, there is some unbalance among school, family and social; Fourth, the exchange and cooperation are so little; Fifth, the education mechanism construction relatively lags.By analyzing the current environmental situation and the teaching situation in the new standard of education, I believe that we should deal with the following aspects if we want to carry out the Low-Carbon teaching better:first, construct the Low-Carbon education support system; second, make full use of geography class to let students know what Low-Carbon is. Third, combined with geographic discipline develop rich variety of Low-Carbon activities; Fourth, establish a completed Low-Carbon education mechanism.