Instructional Design And Practice Of Fifth-grade Water Environmental Education Based On "Haokanbu" Platform

Water is the basic of all of the word, however, with economic developments emerge theserious water environmental problems and education is the key to solve the problem of waterenvironment. China has vast territory and large population, but also has per capita waterscarcity, water environmental education for citizens helps citizens improve water environmentalawareness, recognizes the importance of water issues and consciously protect the waterenvironment. Education orients environmental protection and young people are the future andhope of the country, so environmental education for young people in the water can enhancetheir water environmental awareness, establish a correct concept of water environmental protectionand develop good habits of water environment protection, consciously practicing waterenvironmental behavior conducive to promoting the sustainable development of society andthe construction of ecological civilization. Students’ behaviors can affect the whole familythroughout water environmental protection to enhance the society’s water environmentalawareness, with big hands and little hands building a beautiful China and a conservation-orientedsociety, living the low-carbon life and doing environment-friendly citizens.In study in-depth analyzes the values of water environmental education in primaryschools, teaching objectives and teaching contents and selects the Web2.0era of socialsoftware "Haokanbu" as the network teaching platform, focusing on the "Haokanbu" educationalfunction and design the teaching mode of primary water environmental education based onthe "Haokanbu", and in the final selects the primary environmental water content to implementteaching activities in the "Haokanbu". The practice shows that primary school teaching activitieswhich is in the water environment protection on the "Haokanbu" is feasible and has a goodteaching effect. During the teaching and learning activities, students’ active participation,learning through team cooperation and self-learning can not only cultivate students’ learning andcollaboration capabilities, and increase students’ knowledge of water environment protection andecological literacy training to deepen the water environmental behavior.