| Co-Investigator(Kenkyū-buntansha) |
HARAKO Eiichiro Field Studies Institute for Environmental Education, Associate Professor, 附属環境教育実践施設, 助教授 (70272630)
HIGUCHI Toshihiko Field Studies Institute for Environmental Education, Professor, 附属環境教育実践施設, 教授 (10134785)
OGAWA Kiyoshi Tokyo Gakugei University, Department of Education, Professor, 教育学部, 助教授 (70133113)
MORINO Takeo Chuo University, Dep. Of Education, Professor, 文学部, 教授 (30201817)
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| Research Abstract |
This research began in 1999 as a cooperative study by Tokyo Gakugei University and Beijing Normal University to promote environmental education toward a sustainable society. The purpose of this research is to clarify themes and problems of theories, contents and methods in environmental education in Japan and China by analyzing the contents and systems of teacher training, theoretical bases of environmental education historically in an international view, a survey of teachers' awareness, and concrete school practices in both countries.
Environmental education in China has developed in four stages. The starting point of promoting environmental education was "The National Action for Environmental Publicity and Education (1996-2010)" established in December 1996. The curriculum, being affected by U.K, is an unified curriculum. The principles of the curriculum are enlightenment, p articipation, penetration and criticism.
Environmental education in Japan began m 1950s, however it fell behind
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from the international trend from late 1970s to early 1980s, and then it has made a progress since the latter half of 1990s. Subjects in which environmental education is mainly practiced in each country are Social Studies, Science, Home Economics, "Period of Integrated Studies", etc. in Japan, and Penetrative Education and Elective Subject in China. The doer which promote environmental education in Japan have been varied lately such as schools, governments, citizens' groups and NGOs etc. and the new stage in collaboration and partnership of the constitutions are highly expected now. That is why the establishment of the methods, contents and evaluation systems in teacher training is expected.
This report is constructed in the following eight chapters written in China, Japanese and English. Chapter I : Transition of Environmental Problems and Policies in Japan and China, Chapter 2- Transition of Concepts on Environmental Education, Chapter 3' Transition of Curriculum and Its Background, Chapter 4 : Environmental Education in Curriculum, Chapter 5 : Survey ofTeachers Who Conduct Environmental Education, Chapter 6 : Analysis of Environmental Education Practices, Chapter 7' Present Condition of Teacher Training and Its Problems, Chapter 8 : Direction of Environmental Education in China and Japan. Less
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