Ma Li of Beijing Academy of Educational Sciences: Schools should do new things to achieve the "double carbon" goal

In order to actively implement the "double carbon" goal, my country's education system has implemented the two-wheel drive development strategy of "green and low-carbon development national education system construction + low-carbon school construction", upgrading the creation of green schools to the creation of green and low-carbon schools, integrating the "double carbon" goal into the entire process of education, teaching and campus construction.

Daxing District of Beijing City established the Carbon Neutrality School Alliance on April 21, 2023, covering a total of 29 schools in large, medium and young children. It aims to create a green, low-carbon and intelligent learning and living environment for students in the district, allowing students to subtly develop awareness and behaviors of ecological and environmental protection, and take the lead in practicing green and low-carbon concepts. Through a year of teaching work in Daxing District, the author deeply felt that the creation of green and low-carbon schools has injected new momentum and created new advantages into the high-quality development of education. There are also some thoughts on how future schools should seize the opportunity to promote comprehensive and systematic changes in the education model and the construction of green and low-carbon schools.

Incorporate the cultivation of ecological civilization values into the fundamental task of "cultivating morality and cultivating people"

In accordance with the requirements of the Ministry of Education's "Implementation Plan for the Construction of a National Education System for Green and Low-Carbon Development", the concept of "a community of life between man and nature" will be integrated into curriculum teaching to establish a knowledge and teaching outlook for green and low-carbon development. With moral and rule of law courses as the main channel, the whole subject is integrated into the curriculum system, green and low-carbon theme education as special study, the cultivation of top-notch innovative talents in ecological science as the feature, the stratification of academic sections is for advanced literacy, and the "integration of knowledge and action" is for collaborative education. Model, build a green and low-carbon development national education system that integrates, medium, small and young children.

First, incorporate green and low-carbon education into the integrated moral education curriculum for large, medium and children. As an important part of the fundamental task of "cultivating morality and cultivating people", it is organically combined with patriotism education and rule of law education, and carries out teaching in five dimensions: ecological awareness, ecological morality, and ecological rules., ecological care, and ecological security to cultivate students to establish ecological civilization values.

Second, the school curriculum is fully integrated into green and low-carbon education from three levels: basic required courses, optional expansion courses, and innovation and improvement courses, and three distinctive curriculum groups with intra-disciplinary penetration, interdisciplinary integration, and comprehensive practical ability training are built. Incorporate in-class learning and extracurricular practice into the comprehensive quality training and evaluation system of students.

Third, develop special educational content around domestic and international key issues of concern such as ecological environmental protection, climate change, and "double carbon" goals, and provide green and low-carbon local courses and school-based courses to enable students to pay attention to and understand the environmental challenges, climate crises and ecological difficulties, and cultivate the ability and sense of responsibility to care for nature and protect the environment.

Fourth, formulate different teaching content according to different academic stages. Kindergarten cultivates children's ability to perceive the ecological environment; primary school cultivates students 'ability to recognize ecology and protect environment; middle school cultivates students' ability to comprehensive learning, problem solving and innovation about the current ecological situation; universities cultivates students 'ability to speculate on the earth's ecology. Ability, decision-making leadership and change ability to form ecological literacy and responsibility.

Fifth, establish a collaborative education model inside and outside the school that "integrates knowledge and action". Cultivate students 'scientific thinking quality and comprehensive application ability to integrate theory with practice, observe, learn, think, and solve problems around them, and cultivate "green people" and "ecological citizens."

Organic combination of ecological civilization education with the world's sustainable development talent training goals

In November 2023, the 42nd UNESCO General Conference adopted the "Recommendation on Education to Promote Peace and Human Rights, International Understanding, Cooperation, Fundamental Freedoms, Global Citizenship and Sustainable Development", which listed it in the educational goals section. There are 12 goals including thinking, skills, literacy, social emotions, attitudes and values, referred to as the "12 qualities", Highlighting the new value orientation of world education with sustainable development goals as the orientation for talent training in the 21st century, it is in line with my country's talent training requirements under the "double carbon" goal. At the same time, it also points out a new development direction for my country to benchmark the world's sustainable development education goals and shape high-quality green talents in the 21st century. It is necessary to take the United Nations talent training goals for the 21st century as the coordinate, link green and low-carbon education with the goals of sustainable development education, and promote my country's green talent training to reach world heights and international standards.

Faced with dilemmas such as the deterioration of the earth's ecology and the climate crisis, attention should be paid to cultivating students '"sense of blood connection and belonging to the earth" and "respect for diversity"; cultivating students'"analytical and critical thinking" for certain luxuries and wastes in life."Self-awareness"; in the process of inspiring students to solve real ecological problems, continuously "enhance their initiative and coping capabilities"; in actions to improve the ecological environment, cultivate "foresight skills","skills for change" and "decision-making skills". Vigorously promoting green and low-carbon education can make China's contribution to cultivating sustainable talents in the 21st century.

Presenting a new look at the ecology of energy conservation and carbon reduction and a new paradigm of cultivating immersive green talents

Green and low-carbon schools require comprehensive transformation and upgrading of education models and campus construction. Low-carbon campus construction is not only reflected in the greening and beautification of the campus environment, but also includes building and environmental energy conservation standards, new energy transformation, resource conservation, low-carbon technology transformation and upgrading, as well as the comprehensive improvement of school hardware and software that reflects humanistic ecological care. upgrade. Schools need to find out the current consumption status of all energy resources such as "water, electricity, heating, oil, steam, consumables, and food", and list the entire range of carbon emissions on campus. In accordance with the standards for green and low-carbon school construction, establish the concept that conservation is the "first energy", and start the construction of green and low-carbon schools from the following three paths.

First, formulate rules, regulations and evaluation standards for green and low-carbon campus construction, encourage teachers and students to form a sense of conservation and develop low-carbon behavioral habits. Second, use the power of science and technology to transform and upgrade photovoltaic energy and gradually replace traditional energy with clean energy. In the future, we must continue to upgrade and transform so that some schools can not only achieve energy self-sufficiency, but also supply electricity to the national grid and become beneficiaries of the carbon inclusive system. Third, transform application scenarios in which schools use clean energy, resource conservation, greening and beautification into vivid teaching scenarios, develop school-based courses, carry out experiential teaching, and build campuses into landscape displays, experimental sites, labor parks, demonstration bases, etc. An educational field with multi-scenario learning, experience and practice functions. Give full play to the incubators role of green and low-carbon schools in talent training, and give full play to the all-weather and all-scene immersive education role on campus, let green and low-carbon concepts penetrate into every detail of the campus, nourish the spiritual growth of young people, and build a new ecological model for future schools. Look and talent training.

Green and low-carbon education cannot be limited to books and classrooms. It should also return to nature and society, promote institutional mechanisms and model innovation, establish a multi-departmental cooperation mechanism inside and outside schools, and form an education model of government linkage, school-enterprise alliance, and home-school-community collaboration., establish a "three-in-one" education system that combines in-class and extracurricular learning, in-school learning with social labor practice, and in-school learning with research experience and exploration, forming an open, mutually promoting, co-construction and shared learning field. Organize and carry out diversified activities such as nature education, ecological research, and ecological and environmental science popularization, and establish multiple "learning-experience-practice" bases inside and outside the school. Create a "three-dimensional ecological learning circle", that is, combining green and low-carbon on-campus teaching with off-campus educational activities, combining students 'knowledge learning with the cultivation of social practical abilities, and combining the formation of students' green and low-carbon concepts and values with the cultivation of behaviors inside and outside the school. Make students feel the diversity of life and follow the inherent laws of nature.

Author's unit: Beijing Academy of Educational Sciences