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 SURVEY RESULTS AND SUGGESTION OF CLIMATE CHANGE EDUCATION MODEL FOR STUDENTS IN URBAN AREAS OF DA NANG
Tác giả hoặc Nhóm tác giả: Vo Van Minh, Nguyen Minh Hung, Chau Phi
Nơi đăng: Báo cáo ISET; Số: Report;Từ->đến trang: 1-11;Năm: 2013
Lĩnh vực: Giáo dục; Loại: Bài báo khoa học; Thể loại: Quốc tế
TÓM TẮT
Vietnam is one of the countries most seriously affected by climate change. Climate change education at schools is of great significance for the prevention and mitigation of climate change impacts. It is also necessary to investigate carefully to identify suitable contents and methods for climate change education for different areas. According to the survey on teachers and students’ knowledge and skills carried out in Cam Le district, Da Nang city, 100% of teachers and students consider it necessary to integrate climate change contents in education curricula. At primary level, climate change contents should be integrated into Geography and History, Nature – Society, and Science; at secondary and high school levels, they should be integrated into Geography, Biology and Civic Education. Integration measures should also be diverse and deal with both regular and extracurricular activities. In addition, integration contents should be flexible, and relevant to each level of education, each subject, and local condition.
ABSTRACT
Vietnam is one of the countries most seriously affected by climate change. Climate change education at schools is of great significance for the prevention and mitigation of climate change impacts. It is also necessary to investigate carefully to identify suitable contents and methods for climate change education for different areas. According to the survey on teachers and students’ knowledge and skills carried out in Cam Le district, Da Nang city, 100% of teachers and students consider it necessary to integrate climate change contents in education curricula. At primary level, climate change contents should be integrated into Geography and History, Nature – Society, and Science; at secondary and high school levels, they should be integrated into Geography, Biology and Civic Education. Integration measures should also be diverse and deal with both regular and extracurricular activities. In addition, integration contents should be flexible, and relevant to each level of education, each subject, and local condition.
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