RCE Hohhot - 2018

The natural education center’s curriculum development of Inner Mongolia
CSV
Basic Information
Title of project : 
The natural education center’s curriculum development of Inner Mongolia
Submitting RCE: 
RCE Hohhot
Contributing organization(s) : 
Center for Sustainable Development of Inner Mongolia Normal University（RCE Hohhot）
Center for Nanhaizi wetland natural education
Center for Chile sea natural education
Focal point(s) and affiliation(s)
Name: 
Zhiyong Wei
Organizational Affiliation: 
Center for Sustainable Development of Inner Mongolia Normal University (RCE Hohhot)
E-mail: 
wzy0905@126.com
Format of project: 
PowerPoint
Language of project: 
English
Date of submission:
Monday, September 17, 2018
Does this project link to any education and/or sustainable development policy or policies?: 
Yes
11 departments including ministry of education, national development and reform commission, ministry of public security and ministry of finance and others issued “opinions on the promotion of study and travel for primary and secondary school students"
At what level is the policy operating?: 
National
Geographical & Education Information
Region: 
Asia-Pacific
Country: 
China
Location(s): 
the People's Republic of China
Address of focal point institution for project: 
Inner Mongolia,Hohhot
Ecosystem(s):
Forest, Wetlands
Target Audience:
Primary, Youth (Informal)
Socioeconomic and environmental characteristics of the area : 
The issue of Inner Mongolia desertification is outstanding, "it located in the second step in arid, semiarid and farming cross transition zone in China , grassland degradation is very serious, and sand desert area is wide, so it is the typical areas of our country ecological environment comprehensive treatment desertification,". These arid and semi-arid regions are mostly uncovered for most of the time, with strong wind in winter and spring, severe erosion of soil, and rapid development of desertification.
Description of sustainable development challenge(s) in the area the project addresses: 
The teaching of natural education center is consistent with the learning concerned by social, and it can cooperate with the formal education system to pursue the high-quality comprehensive education. In order to promote learners' learning at three levels of environmental learning, social interaction and self-realization, it is necessary to achieve the goal through professional and careful activity design and arrangement.
Contents
Status: 
Ongoing
Rationale: 
The teaching of natural education center is consistent with the learning concerned by social, and it can cooperate with the formal education system to pursue the high-quality comprehensive education. In order to promote learners' learning at three levels of environmental learning, social interaction and self-realization, it is necessary to achieve the goal through professional and careful activity design and arrangement.
Objectives: 
1.Develop natural education curriculum resources and become the regional primary and secondary school environment education partners;
2.Provide professional research and action support to promote professional growth of teachers;
3.Design natural learning and exploration for different objects to promote the coordination between development of environmental skills and humanistic quality.
4.Create a variety of participation experience opportunities and build a community exchange platform to promote the sustainable development education.
Activities and/or practices employed: 
The activities mainly divided into six items: the forest ecosystem, grassland ecosystem, outdoor activities skills, the environment of scientific observation and skills, natural aesthetics and creativity, and immersive sustainable development issues,and according to the different grade students to develop four courses:outdoor teaching, theme activities, professional study, special projects.
Size of academic audience: 
About 50,000 one year and 500,000 ten years
Results: 
1. Outdoor activities: happy woodsmen, green elves, vast grasslands, green treasure, small farmers, autumn fairy tales, hunt treasure on the earth;
2. Theme activities: natural defense war, 24 solar terms, intangible cultural heritage, pottery experience,luwei qi, hand-stick painting;
3. Professional study: search the chicken in the farm, track down the deer farm, directional movement, biodiversity, view the forest from another angle, view the flying feather from another Angle;
4. Special plans: "forest Tai mountain" in the new era, tree-planting day, waste exchange market, nature classmates, forest theater;
Lessons learned: 
1. Define the purpose and then design the course
2. Follow the teaching process of "introduction, ontology and summary"
3. Handle the relationship between "time and space"
4. Balance the curriculum and implementation
5. Understood the three elements of "material, object and purpose"
6. Establish a self-evaluation system
Key messages: 
Experience learning is a cyclical process, namely: experience (DO) - review (LOOK) -share the common experience (THINK) - work with the mentor to summarize the contents (GROW) - then into the next experience (DO).

Pictures:

File Name Caption for picture Photo Credit
Image icon photo1.jpg (36.21 KB) Theme activity - learn to draw pictures with materials from nature Center for Sustainable Development of Inner Mongolia Normal University(RCE Hohhot)
Image icon photo2.jpg (98.45 KB) Experience activities - our habitat Center for Nanhaizi wetland natural education
Image icon photo3.jpg (112.25 KB) Professional study - deer field inspection records Center for Chile sea natural education
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
Indirect
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
Theme
Curriculum Development 
Direct
Global Action Programme (GAP) on Education for Sustainable Development – Priority Action Areas
Priority Action Area 2 - Transforming learning and training environments 
Direct
Priority Action Area 3 - Building capacities of educators and trainers 
Direct
Priority Action Area 4 - Empowering and mobilizing youth 
Direct
Priority Action Area 5 - Accelerating sustainable solutions at local level 
Direct
Update: 
No