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首页> 外文学位 >Secondary teachers' beliefs about Education for Sustainable Development: An exploratory study to develop an instrument for measuring ESD beliefs.
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Secondary teachers' beliefs about Education for Sustainable Development: An exploratory study to develop an instrument for measuring ESD beliefs.

机译：中学教师对可持续发展教育的信念：一项探索性研究，旨在开发一种衡量ESD信念的工具。

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摘要

In 2002, the United Nations designates 2005-2014 as the Decade of Education for Sustainable Development. In China, Education for Sustainable Development [ESD] has been recognized as an important component in the new educational reform. However, there is an implementation gap between government policy and classroom practice. Teachers play a pivotal role in curriculum implementation. Therefore, knowing what teachers' think about ESD is the first step towards understanding the implementation of ESD.;The aim of this research is to develop an effective and easy-to-use ESD instrument to reveal teacher's beliefs about ESD. In the process of developing the instrument, it is essential to study: What are teachers' ESD beliefs? Are ESD beliefs made up environmental values and teaching beliefs? What are the structure and content of the values and teaching beliefs of ESD?;Quantitative research methods supported by interview are used in this research. After analyzing relevant literature on ESD and interviewing 16 Beijing geography teachers, it is found that the ESD beliefs comprised two components: sustainability values [VESD] and teaching beliefs of ESD [TESD]. Based on ESD principles and some environmental beliefs instruments, a first draft of VESD instrument was developed and piloted among Yinchuan and Beijing geography teachers. A second draft was then developed and tested with over 300 Guangzhou and Changchun geography teachers. The final VESD instrument with four dimensions has been found with a stable structure and acceptable reliability and validity. These four dimensions are respect and care for the community of life; ecological integrity; social and economic justice; democracy, nonviolence and peace..;The TESD instrument is found to have three factors with good reliability and validity. These three factors are namely: relevance to daily life, student's need in the future, and integrated teaching..;With these two instruments which can be used to tap teacher's ESD beliefs in China, researchers interested in ESD implementation can conduct future researches on teachers' beliefs about ESD and the potential implementation problems.;Key words. sustainable development; education for sustainable development; teacher's belief; geography teacher; instrument development; values; teaching belief; China.
机译：在2002年，联合国将2005-2014年指定为可持续发展教育十年。在中国，可持续发展教育（ESD）被公认为是新教育改革的重要组成部分。但是，政府政策与课堂实践之间存在实施差距。教师在课程实施中起着举足轻重的作用。因此，了解教师对ESD的看法是理解ESD实施的第一步。本研究的目的是开发一种有效且易于使用的ESD工具，以揭示教师对ESD的信念。在开发该工具的过程中，必须进行以下研究：教师的ESD信念是什么？ ESD信念是否构成环境价值和教学信念？可持续发展教育的价值观和教学理念的结构和内容是什么？；本研究采用访谈支持的定量研究方法。在分析了有关ESD的相关文献并采访了16位北京地理老师之后，我们发现ESD信念包括两个部分：可持续性价值[VESD]和ESD的教学信念[TESD]。根据ESD原理和一些环境信念工具，开发了VESD文书的初稿并在银川和北京地理老师中进行了试用。然后，草拟了第二稿，并由300多名广州和长春地理老师进行了测试。已经发现最终的具有四个维度的VESD仪器具有稳定的结构以及可接受的可靠性和有效性。这四个方面是对生命社区的尊重和关怀。生态完整性；社会和经济正义；民主，非暴力与和平..; TESD文书具有三个因素，具有良好的信度和效度。这三个因素分别是：与日常生活的相关性，未来的学生需求以及综合教学。.有了这两个可以用来挖掘中国教师对ESD信念的工具，对ESD实施感兴趣的研究人员可以对教师进行未来的研究。关于ESD的信念以及潜在的实施问题。关键词。可持续发展;可持续发展教育；教师的信念；地理老师；仪器开发；价值观教学信念；中国。

著录项

  • 作者

    Yang, Guang.;

  • 作者单位

    The Chinese University of Hong Kong (Hong Kong).;

  • 授予单位 The Chinese University of Hong Kong (Hong Kong).;
  • 学科 Education Curriculum and Instruction.;Education Social Sciences.;Education Secondary.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 274 p.
  • 总页数 274
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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