The Current Cultivation Situation And Countermeasure Analysis Of Low-Carbon Consciousness In Middle School Geography Teaching

Teenagers are the future of our country, so middle school low carbon education is urgent and necessary not only for social development but also for the long-term development of human being. To this end, this paper has randomly tested 353 middle school students and 39 middle school teachers(including 19 geography teachers)in part of the urban and rural middle schools in Changsha to form a sample in order to investigate and analyze the current status of low carbon consciousness and the cultivation status of geography teaching in low carbon consciousness in middle school, using methods of literature analysis, comparative analysis, questionnaire investigation and data statistics, with the research tool of self-made questionnaire for original data statistics and perspective analysis. The author carried out descriptive analysis and difference analysis on the base of the questionnaires results for students and teachers respectively, and analyzed the middle school students’ low carbon consciousness of low carbon education status in terms of low carbon consciousness, attitude, behavior, approaches of low carbon education, and low carbon education situation; the author learnt the situation of middle school students’ low carbon education in the school from the perspectives of teachers’ low carbon accomplishment, low carbon education attitude, outcome of low carbon education and analyzed the differences of students’ low carbon education in respects of urban and rural teachers and different subjects.After investigation and analysis, the author found the following problems: weak low carbon consciousness of middle school students; deep low carbon education gap between urban and rural areas; lack of effective education mechanism; lack of curriculum resources, single teaching method; middle school teachers’ low carbon teaching ability remained to be improved.In order to deal with the status and problems, the author tries to put forward the following specific solutions and strategies: to improve the hardware for low carbon teaching, to establish a low carbon campus; to promote geography teacher’s low-carbon teaching ability; to attach importance to the development and utilization of low carbon education resources; to enrich teaching methods in the class; to strengthen the urban and rural low carbon education exchange; to perfect the mechanism of low carbon education evaluation.