Study On The Current Situation An D Developing Strategies Of Climate Change Literacy Among Senior High School Students

Global climate change has brought significant impacts to the Earth's ecosystem and socio-economic development.In the United Nations Framework Convention on Climate Change published in 1992,governments around the world agreed to address climate change issues through educational empowerment,and education became an important initiative to face climate change issues.Chinese accession to the Paris Agreement in 2016 highlighted the importance of climate change education in our country.The main task of climate change education is to cultivate students' climate change literacy.Clarifying the connotation of climate change literacy and the current situation of students' climate change literacy are prerequisites for climate change education.Among them,high school geography education is an important carrier of climate change literacy cultivation,and climate change literacy is consistent with the cultivation of geography core competencies.Based on the above analysis,this study tries to solve the following three questions.Firstly,what is the connotation and structure of climate change literacy of high school students in China.Secondly,what are the characteristics of the current situation of climate change literacy of high school students in China.Thirdly,how to cultivate students' climate change literacy through secondary geography education in response to the current situation.In order to solve the above-mentioned problems,this study uses climate change communication theory,pro-environmental behavior model and literacy cultivation mechanism as the theoretical basis,and uses various research methods to carry out the problem study.First of all,through literature review,the researcher summarized the concept of climate change literacy and its main connotations:the intrinsic qualities and key abilities such as processing information about climate change,knowledge about climate change,forming climate change friendly attitudes,and taking action in response to climate change.This study used these four connotations as the main indicators,combined with the content of secondary school geography,and determined the framework of climate change literacy measurement and assessment questionnaire for high school students in China through two rounds of revision.The questionnaires were then distributed to students in School Z.The data were analyzed using SPSS and AMOS,and the results found are as follow.The depth of the amount of geography learning affects students'climate change literacy;students'ability to use climate change information to solve problems needs to be strengthened;students have misconceptions about some of the concepts and principles surrounding climate change;most students hold positive,positive climate change attitudes;some of the students' personal behavioral practices are not highly motivated;and there is a direct or indirect correlation between various indicators of climate change literacy among our high school students.Subsequently,based on the findings,the researcher formulated strategies for cultivating students' climate change literacy in high school geography teaching:digging deeper into the value of climate change education in geography and insisting on cultivating students'climate change literacy through geography;clarifying relevant geographic concepts and principles;improving students' awareness and ability to take action on climate change;guiding students to use climate change information in problem solving;cultivating students' climate change literacy in geography activities;and We also aim to cultivate students' climate change literacy through the geography discipline;clarify relevant geographic concepts and principles;improve students' awareness and ability to take action on climate change;guide students to use climate change information in problem solving;cultivate students' climate change literacy in geography activities;and cultivate students'climate change literacy through osmosis.Finally,based on the current situation of students' literacy and cultivation strategies,the researcher constructed a thematic framework and implementation process model for climate change project activities,and designed four project cases to address the problems of students' climate change literacy through different thematic projects and cultivate students' relevant literacy through activity projects.At the end of this study,the researcher summarizes the findings,innovations and shortcomings of the study and looks forward to future research on climate change education and climate change literacy development.