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Research Handbook on Childhoodnature pp 1–13Cite as

How Urban Wetland-Based Environmental Education Activate School Children’s Childhoodnature in Anthropocene Times: Experience from Chinese Curriculum Reform

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Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

With China implementing a new round of basic education curriculum reform, environmental education has come under focus for primary and secondary schools. As part of this curriculum reform, a number of primary and secondary schools have applied their attention to urban wetlands as important sites for environmental education, school-based curriculum development, and meaningful learning experiences. However, little is known about how formal learning in urban wetlands activates children’s environmental awareness and sense of place, or cultivates children’s environmental literacy in the Anthropocene. To address this knowledge gap, we set the context for Chinese curriculum reform and describe urban wetland-based environmental education in China. We argue that environmental education is an indispensable part of China’s curriculum reform and provides a source and power for reform. We draw on two case-studies to show the process and features of urban wetland-based environmental education within school-based curriculum development. School-based urban wetland environmental education can be an effective way to improve Chinese school children’s childhoodnature in Anthropocene times. This chapter not only aids in better understanding the place and meaning of urban wetlands-based environmental education in Chinese schools but also the role of environmental education in curriculum reform in primary and secondary education in China.

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Acknowledgments

This research was supported by the Key Research Project of Beijing’s 13th five-years Plan of Education Science (CAJA16056).

Author information

Authors and Affiliations

  1. Institute of International and Comparative Education, Beijing Normal University, Beijing, China

    Yu Huang & Yan-ni Xie

  2. National Institute of Curriculum and Textbook, Beijing, China

    Jian Liu

  3. Environmental Education Research Center, Capital Normal University, Beijing, China

    Jin Wang

  4. People’s Education Press, Beijing, China

    Jian Liu

Authors
  1. Yu Huang
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  2. Jian Liu
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  3. Jin Wang
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  4. Yan-ni Xie
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Corresponding author

Correspondence to Yu Huang .

Editor information

Editors and Affiliations

  1. School of Education, Southern Cross University School of Education, Coolangatta, QLD, Australia

    Amy Cutter-Mackenzie-Knowles

  2. Centre for Educational Research, Western Sydney University Centre for Educational Research, Penrith, NSW, Australia

    Karen Malone

  3. Department of Education, University of Bath Department of Education, Bath, UK

    Elisabeth Barratt Hacking

Section Editor information

  1. School of Education, Gold Coast Campus, Southern Cross University, Gold Coast, QLD, Australia

    Amy Cutter-Mackenzie-Knowles

  2. Department of Education, Swinburne University of Technology, Hawthorn, NSW, Australia

    Karen Malone Ph.D.

  3. Cornell University, Ithaca, New York, USA

    Marianne Krasny

  4. College of Arts, Society and Education, James Cook University, Cairns, QLD, Australia

    Hilary Whitehouse

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Huang, Y., Liu, J., Wang, J., Xie, Yn. (2019). How Urban Wetland-Based Environmental Education Activate School Children’s Childhoodnature in Anthropocene Times: Experience from Chinese Curriculum Reform. In: Cutter-Mackenzie-Knowles, A., Malone, K., Barratt Hacking, E. (eds) Research Handbook on Childhoodnature . Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-51949-4_42-1

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  • DOI: https://doi.org/10.1007/978-3-319-51949-4_42-1

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-51949-4

  • Online ISBN: 978-3-319-51949-4

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