卧龙岗代写Essay:教育联合国

2017-05-13 06:13

可持续发展教育联合国十年建议大纲文件拥抱可持续发展教育的概念（EFS）结合”的态度，技能和知识的课程，让学生[支持]明智的决定，为了自己和他人的利益，现在和未来，并采取行动的决定》（undesd，2010）。在这一政策的基础信息和相关行业的协议和计划，是保证学生都意识到自己的行为对环境、社会结构的影响，以及经济和意识如何限制或减少其影响的个人和集体，在促进可持续发展方面的培养（agdewha，2010；undesd，2010）。同时，提高意识是一个相关问题，维多利亚环境教育协会（2006）指出EFS可以开发潜在的环境敏感性，改变态度和价值观，和责任感，在解决可持续发展的个人和集体的参与。该文件表明，环境教育的相互依存的概念应该是一个跨学科的方式实现的，而不是在任何一次课程的一个热点，它是明确的指导，在科学领域，生物和环境之间的可持续的关系将是一个关键的重点。然而，在科学的指导大纲的其余部分缺乏证据支持这一观点。可持续发展是初步概述6页的文档，它指出，课程将着重解决可持续发展的问题，在本地和全球层面”（VCAA、2008、小六）。然而这不是再次提到到3级（3级- 4），在这里实行学生“概念的一个可持续发展的环境和他们的作用，有助于通过诸如垃圾回收程序…和调查使用太阳能做饭或运输”提到。支持3级学习重点声明的标准没有提及可持续性或环境教育措施，也不扩大这些最初的断言，为教育者提供指导，以指导如何实施焦点陈述。因此，教育工作者必须指导他们的唯一参考是，包括减少垃圾，回收计划，用太阳能做饭，或探索太阳能运输的建议。虽然这些都是可持续发展教育的重要组成部分，他们可以解释肤浅。特别是教育谁都不知道如何教环境教育超越保守的表面水平（科赫，2010；花二，2009），这可能会导致在选择回收计划在更深层次的问题，如探索垃圾的话题，浪费和社区管理策略。以这种方式教学将错过宝贵的机会，促进知识的深度和价值观和态度，可能会产生的3级活动家计划，侧重于行为变化的一部分。
卧龙岗代写Essay:教育联合国
The United Nations Decade of Education for Sustainable Development suggests that syllabus documents embrace the notion of education for sustainability (EFS) by incorporating "attitudes, skills, and knowledge into the curriculum that [will support students to make] informed decisions for the benefit of themselves and others, now and in the future, and to act upon these decisions" (UNDESD, 2010). The underpinning message in this policy and related industry agreements and plans, is to ensure that students are made aware of the impact of their actions on the environment, social structures, and the economy, and that an awareness of how to limit or reduce their impact both individually and collectively, in ways that contribute to sustainability, is fostered (AGDEWHA, 2010; UNDESD, 2010). Whilst raising awareness is a pertinent issue, the Victorian Association for Environmental Education (2006) points out that EFS can potentially develop environmental sensitivities, altered attitudes and values, and a sense of responsibility through individual and collective participation in areas addressing sustainability. The same document suggests that the interdependent concepts of environmental education should be implemented in a cross-curricular fashion, as opposed to being a focus in any once curriculum area.It is clearly articulated within the VELS science domain, that sustainable relationships between living things and their environment will be a key focus. However, there is little evidence within the remainder of the VELS science syllabus to support this notion. Sustainability is initially outlined on page 6 of the document where it states that the curriculum will emphasize and address "issues of sustainability at a local and global level" (VCAA, 2008, p.6). However It is not again mentioned until level 3 (grade 3 - 4), where the introduction of students to the "concept of a sustainable environment and their role in contributing to it through activities such as litter and recycling program...and investigation of the use of solar energy in cooking or transport" are mentioned. The standards that support the level 3 learning focus statement make no mention of sustainability or environmental education measures and do not expand these initial assertions, providing educators without guidance as to how the focus statement should be implemented. Therefore the only reference that educators have to guide them is to go with the suggestion of including litter reduction, recycling programs, cooking with solar energy, or exploring solar transport. Whilst these are important components of education for sustainability, they can be interpreted superficially. Particularly by educators who are unsure of how to teach environmental education beyond conservative surface levels (Koch, 2010; Flowers & Chodkiewicz, 2009), which may result in selecting the topic of recycling programs over deeper issues such as exploration of landfill, waste and community management strategies. Teaching in this way will miss valuable opportunities for promoting depth of knowledge and the values and attitudes that could be engendered as part of a level 3 activist program that focuses on behavioural change.