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首页> 外文期刊>The journal of environmental education >Developing an Instrument for Identifying Secondary Teachers' Beliefs About Education for Sustainable Development in China
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Developing an Instrument for Identifying Secondary Teachers' Beliefs About Education for Sustainable Development in China

机译：开发一种工具来识别中国中学教师关于可持续发展教育的信念

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摘要

Education for Sustainable Development (ESD) has been recently recognized as an important area in the new Chinese educational reform. As teachers play a pivotal role, knowing and developing an effective and easy-to-use instrument for tapping teachers' beliefs is essential. This article reports an attempt to develop an instrument with mixed methods. The finalized instruments comprise two subscales with satisfactory reliability indices obtained. Sustainability values (VSD) consists of four dimensions: respect and care for the community of life; ecological integrity; social and economic justice; and democracy, nonviolence, and peace. Teaching beliefs of ESD (TESD) consists of three dimensions: relevance to daily life; students' need in the future; and integrated teaching. With these validated instruments, future research and potential problems will be less strenuous.
机译：可持续发展教育（ESD）最近被公认为是新中国教育改革的重要领域。由于教师扮演着举足轻重的角色，因此了解和开发一种有效且易于使用的工具来挖掘教师的信念至关重要。本文报告了尝试开发一种使用混合方法的仪器的尝试。最终的仪器包括两个子量表，它们具有令人满意的可靠性指标。可持续发展价值（VSD）包含四个方面：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。 ESD（TESD）的教学理念包括三个方面：与日常生活的相关性；未来学生的需求；和综合教学。有了这些经过验证的工具，未来的研究和潜在的问题将不再那么费劲。

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