| Water-saving education, as a part of cultural system, has got its great significance in the construction of water-saving society and the most stringent water resources management system. On the first "Beijing science Carnival" of national science popularization day 2014, President Xi Jinping said that science education must base in communities and families, so we can form a good habit of saving water and using water reasonably in the whole society. Therefore water-saving education needs to be socially oriented, and integrated in the water conservation of all regions and units during the construction process.This dissertation starts from both theoretical and practical aspects. In theoretical research, this dissertation attempts to explore the theory framework of water-saving education, making comparative study between education of water-saving, environmental protection and conservation. In practical research, this dissertation does research in water-saving education curriculum development and case study, taking students and community residents as two typical public groups.This dissertation explores the theory framework of water-saving education in four aspects, which are the concept, goal and content, target and way, curriculum evaluation. Water-saving education refers to the sustainable utilization of water resources. It enables people to obtain knowledge and skills by means of educational activities, and to form the behavior, awareness and morality of water conservation. The goal includes knowledge and skill education, behavior education and moral education. These three goals belong to different levels of education, going from the shallower to the deeper. The content is relative to the goal, therefore it includes the same three parts. The target consists of seven groups including preschool children, the primary and middle schools and universities students, teachers, etc. The curriculum of water-saving education is evaluated from two aspects of efficiency and effect. Through the comparison of education of water-saving, environmental protection and conservation, we find them of the same root but different branches. They have integrity, practicality and chronicity in common, with the in the distinction of educational goal and content.Based on the questionnaire survey of 65 students and 31 community residents of different age levels, this dissertation analyzes these two typical groups in water-saving knowledge, habits and awareness, and carrys out 12 conclusions to guide the practice in the later curriculum, such as the’holiday effect’ is not remarkable, the policy propaganda has to be implemented, the public cares about water safety much more than the price, the propaganda in the Internet era needs innovation. This dissertation choose the practical mode to design the curriculum, aim to teach comprehensive knowledge, skills, emotional attitude of different areas. At the same time, I wrote a book named Typical Water-saving Education Cases as curriculum resource material, and choose Shanghai Suzhou River urban zone and two riverside museums as curriculum practical teaching base. Lesson for students including four following parts:visiting musemums, observing river and riverside view by ship, filling in the questionnaire, opening science lecture; Lesson for community residents including four following parts:opening photography and science lecture, filling in questionnaire, visiting musemum, observing riverside view by hiking.This dissertation is supported by the Ministry of education of philosophy and social science major research project "Research on the construction of water-saving society" (Project No:11JZD024), part of the results has been published in the Journal of "Geography Teaching" titled as "primary and secondary schools, kindergarten education to carry out water-saving scheme research--Taking Shanghai city of Jinshan District primary and secondary schools, Kindergarten". |
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