Research On Energy Conservation&Emission Reduction Education Of Primary And Secondary Schools In Developed Countries

“Energy” is the basic element that guarantee human’s survival and booster economicdevelopment and social progress. Currently the usual energy forms that manycountries apply are fossil fuels, the reserves of which are limited on earth. As globaleconomy expands rapidly, energy cost grows exponentially, making energy crisis agrim truth human have to face. Besides, over-exploitation and over-use of energylead to environment pollution and even change the earth’s climate, which poses athreat to human’s survival. In such a case, the old living and production mode isunder suspicion, and a new concept is proposed: Energy conservation and emissionreduction (ECER). In order to achieve the ECER goal, the public need to form ECERconsciousness, absorb ECER knowledge, master ECER methods and put them intopractice. As a indispensable parts of modern society development, education playsan essential role in the implementation of ECER. In such trend, a lot of developedcountries in the world have carried out energy education in succession. Variousmethods are adopted to promote energy education in schools, policy support, overallplanning, Integration into the school curriculum, extracurricular activities and use ofsocial resources&network etc. and get good results and attract wide attention.When the developed countries are launching ECER education in full swing, it of ourcountry has just started and is still immature.No matter from which aspect we consider, reflecting on major issues like sustainabledevelopment of environment and sustainable use of the earth’s energy, respondingto proponents of international organizations and taking responsibility as a dominantcountry, or updating education theory and narrowing the gap between developedcountries and us, it is necessary to conduct the Research on Energy conservation&emission reduction education. The benefits of this research are as follows: first, it willarouse people’s attention on energy issues and environmental problems nowadays,and help improve the environmental literacy of our citizens; second, it will promotethe progress of education theory; third, this paper is the timely echo to the “learningto live””learning to care” promoted by UNESCO; fourth, it is a positive response to the requirement of ecological civilization construction brought forward in ChineseCommunist party’s18th National Congress, and is consistent with themacroeconomic policy of construction of a conservation-oriented society; fifth, it is adevelopment of the ecological ethics thought in our traditional culture.By analyzing energy education methods abroad and the situation in our country, thispaper intends to find out feasible path educators could apply in the ECER educationof our country’s primary and secondary schools based on our specific conditions. Theplanned path of this research is: analyzing the background and foundation of ECEReducation; discussing the origin, connotation and value of ECER education; combingand extracting national policies, institutional settings, school-based programs,teacher training, curriculum integration, community cooperation and evaluationmethods used in energy education of developed countries’ primary&secondaryschools with the help of literature research; summarizing the present situation ofECER education in our country through the relevant literature and reports; thenputting forward suggestions for ECER education of primary&secondary schools inour country in the light of the foreign experiences and the national status.