耦合·创变：小学生态科技教育与创变工程的融合路径探索与实践——以“空气净化研究员”项目为例

Coupling & Transformation: Exploration and Practice of Integration Path between Ecological Science—Technology Education and Transformative Engineering in Primary Schools—A Case Study of the “Air Purification Researcher” Project

摘要: 本研究聚焦小学生态科技教育与创变工程的深度融合，以“空气净化研究员”项目为载体，创新构建“生态–工程双向耦合”框架与“生态问题驱动–工程实践落地–低碳评价引领”模式。通过搭建“目标–内容–方法”三维联动课程群，锚定校园空气质量改善等生活化问题，开发基于LCA框架、适配小学认知特点的“过程 + 产品”双维度碳核算体系，并联动“武碳江湖”平台实现减排量可视化。实践表明，该路径有效破解“知行脱节”困境，学生生态责任意识与工程思维分别提升42%、35%，为“双减”背景下小学跨学科融合教育提供可复制案例，为小学阶段生态–工程深度融合的提供理论依据与实践指导。

Abstract: This study focused on the in-depth integration of ecological science and technology education with transformative engineering in primary schools, taking the “Air Purification Researcher” project as an empirical carrier. It innovatively constructed a “two-way coupling framework between ecology and engineering” and a model characterized by “ecological problem-driven, engineering practice-oriented, and low-carbon evaluation-led”. A three-dimensional interactive curriculum group encompassing “objectives-content-methods” was established, addressing life-related issues such as the improvement of campus air quality. A two-dimensional carbon accounting system based on the LCA framework, tailored to primary school students’ cognitive characteristics, was developed and linked to the “Wuhan Carbon Jianghu” platform to visualize emission reduction effects. Practical results demonstrated that this integration path effectively resolved the dilemma of “disconnection between knowledge and practice”. Specifically, students’ ecological responsibility awareness and engineering thinking were enhanced by 42% and 35% respectively. This study provides a replicable case for interdisciplinary integrated education in primary schools under the “Double Reduction” policy, while offering theoretical basis and practical guidance for the in-depth integration of ecology and engineering at the primary school level.