高中地理教学渗透“双碳”教育的路径研究

Research on the Paths of Integrating “Double Carbon” Education into High School Geography Teaching

摘要: 随着全球气候变化影响加剧，实现“双碳”目标成为推动绿色发展的关键。本文以陕西省商洛市洛南县第二高级中学的师生为研究对象，通过问卷调查探究“双碳”在高中地理教学中的渗透情况。经调查，发现现阶段高中地理教学渗透“双碳”教育存在的四个问题：1) 学生对“双碳”知识感兴趣，但认知水平低、信息获取渠道单一、知识运用能力弱；2) 教师普遍认可“双碳”教育重要性，却因自身认知不足、教学大纲不明确、资源短缺，导致教学渗透不足；3) 教学内容碎片化、方法传统、资源匮乏，难以调动学生积极性；4) 政策机制不完善，教学大纲目标模糊，区域资源不均。针对这些问题，提出以下策略：1) 加强教学资源建设，构建系统多元的教育支撑体系；2) 创新教学方法，融合多种模式提升教学效果；3) 强化教师能力建设，完善培训与评价机制；4) 深化学生参与，通过实践活动和兴趣培养，引导学生践行“双碳”理念。

Abstract: As the impacts of global climate change intensify, achieving the “Double Carbon” goals has become crucial for promoting green development. Taking the teachers and students of Luonan No. 2 Senior High School in Shangluo City, Shaanxi Province as the research objects, this paper explores the integration of “Double Carbon” concepts in high school geography teaching through questionnaire surveys. The investigation identifies four main issues in the current implementation of “Double Carbon” education in high school geography teaching: 1) Although students show interest in “Double Carbon” knowledge, their cognitive level remains low, information acquisition channels are limited, and their ability to apply knowledge is weak. 2) While teachers generally recognize the importance of “Double Carbon” education, insufficient personal knowledge, unclear teaching syllabi, and resource shortages lead to inadequate classroom integration. 3) Fragmented teaching content, traditional methods, and scarce resources make it difficult to engage students effectively. 4) Imperfect policy mechanisms and vague syllabus objectives exacerbate regional resource disparities. To address these challenges, the paper proposes the following strategies: 1) Strengthen teaching resource development to build a systematic and diversified educational support system. 2) Innovate teaching methods by integrating multiple models to enhance teaching effectiveness. 3) Enhance teacher capacity building through improved training and evaluation mechanisms. 4) Deepen student participation by guiding them to practice “Double Carbon” concepts through practical activities and interest-driven approaches.