Research On The Development Of High School Geography School-based Curriculum Based On Green And Low Carbon

Green development is a new development concept proposed at the Fifth Plenary Session of the 18 th CPC Central Committee,the core of which is to achieve green development,low carbon and sustainable development.At present,our country is in an important period of realizing comprehensive green transformation of economic and social,and achieving carbon peaking and carbon neutrality.But in middle school geography teaching,there are teachers who do not deeply understand students’ green and low carbon education,students have a shallow understanding of green and low carbon,and students’ easy knowledge but difficult practice in terms of practicing green and low carbon.Lack of school-based courses with geographical characteristics based on green and low-carbon concepts.In view of this,geography teachers are and should actively put into the green low-carbon concept publicity and practice exploration.This study first explains the research background,clarfies the purpose and significance of the research,defines the related core concepts through literature analysis,sorts out the domestic and foreign research directions of high school geography school-based courses based on the concept of green and low carbon,and determines the research methods and research framework.Based on the capital status of Nanning as the political,economic,cultural and educational center,as well as the convenience of empirical investigation and other factors,this study selected the cases of Y Autonomous Region model high school,typical green school and school-based research model school in Nanning,and analyzed the current situation and real demand of teachers and students for the high school geography school-based curriculum based on the concept of green and low carbon through questionnaire survey and interview.Combined with the school reality and school spirit and motto,the framework model of high school geography school-based curriculum based on green and low carbon concept is constructed,and the implementation outline of green and low carbon school-based curriculum is designed,including the principles and concepts of curriculum development,nature,objectives,content,implementation and evaluation.The specific development and design of the curriculum,mainly through the case study method,based on the teaching characteristics of the school and campus resources,carried out the comparison and comparison of greenhouse effect and atmospheric insulation,the campus vegetation carbon sink practice investigation,Guangxi carbon emission reduction technology reader three empirical courses,realized the geography of the middle school as the base,reflecting the local characteristics of Guangxi,multiple implementation channels simultaneously.The development model of high school geography school-based curriculum based on green and low-carbon concept of interdisciplinary integrated learning.Through the pre-survey of the development of the school curriculum,the design implementation process and the feedback after the evaluation,the following conclusions were reached: First,the goal of school-based curriculum requires coordination and joint construction of home,school,social and political parties;Second,the content of school-based curriculum requires teachers and students to deeply explore the links between different disciplines;The third is the implementation of school-based curriculum,which can be carried out in the classroom infiltration theory learning and extracurricular practice at the same time,but practical curriculum and process evaluation can better reflect the value of education;The fourth is the evaluation of school-based curriculum,which needs diversified evaluation and multi-subject evaluation feedback,in order to truly and objectively reflect the effect of school-based curriculum and improve the deficiencies of school-based curriculum.At the end of the paper,the deficiencies and prospects of curriculum development in this study are discussed.