A Study On Middle School Geography Reaching Effect Based On Environmental Justice

Global environmental issues have taken place seriously around the world nowadays. the damage that the problems cause seems differently depending on the national and regional scales. Also, it happens differently concerning gender, income, age and status of people. To identify the problems, "the environmental justice" is introduced. It points out that the benefits of environment developing and the social burden caused by environment developing are not distributed fairly. The traditional geography research mainly copes with social justice and spatial justice, but it is lacking in the research for’the environment justice.’What’s more, the discussions on the environmental justice are rare in geography education. More specifically, it is difficult to check the viewpoint of the environment justice in both-the knowledge and procedure of the lesson and the content of textbooks.This article aims at combining the environmental justice with geography teaching closely and analysing the basic environmental justice. Moreover, in order to adapt the environmental justice to school geography, the article will describe geography textbooks and courses as well as design its lessons, Therefore, the environmental justice is learned among students.At first, the research referring to Wenz’s theory of concentric environmental justice. The implication of the geography teaching in Wenz’s theory makes a foundation to establish the principle and decides what is based on it in the methodological point, which makes sense in the geography teaching design. It is possible to develop instruction learning models for improving the justice if activities are composed by putting priority on competed values, offer grounds for the decision and justify the argument. Furthermore, Wenz’s argument is generally based on the distributional justice, which is useful for rebuilding his argument in geography teaching. In addition, from the environmental angle, developing his argument in the animal, the nonhuman range, has a great effect on the basic geography as well as the school geography.The second, after analyzing the curriculum and the textbooks, the understanding on the environmental justice is already included by stating relation-ship among nations, responsibilities and forms of the damage though the environmental justice is not clearly shown.Finally, the questionnaire has been carried out before and after the course design and teaching. In the lesson planning, the theme of the global warming is included, the environment issue of the world as well. Its subject matter is Tuvalu and it modifies and adapts steps to elicit the moral dilemma. The lesson process is problem recognition - cause identification-internalization - solution suggestion.’In the solution suggestion, the students can give their opinion based on the principle of the justice. Comparing the students’recognition on the environmental justice before to after the lesson, we can find it out that their recognition is improved a lot. According to the data from the questionnaire and the students’worksheet after the lesson, we divide the students into three types:maintenance of justice, improvement of justice, and looking- on of justice.Through the research in this paper, the main conclusions are the following three points:First:Wenz’s theory of concentric environmental justice is not suitable to be directly introduced into the curriculum standard and textbooks.Second:the viewpoint of environmental justice is not clearly stated in the school education and textbooks, but the ideas related to it is already included.Third:environmental justice has a certain significance for the legitimation of geography education. Besides, the value of environmental justice education will go beyond the level of present education and provide a new form of value education.