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

  • Yu HuangEmail author
  • Jian Liu
  • Jin Wang
  • Yan-ni Xie
Reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)


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.


Anthropocene Childhoodnature Urban wetland-based environmental education Curriculum Reform in China School-based curriculum 



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


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Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Institute of International and Comparative EducationBeijing Normal UniversityBeijingChina
  2. 2.National Institute of Curriculum and TextbookBeijingChina
  3. 3.Environmental Education Research CenterCapital Normal UniversityBeijingChina
  4. 4.People’s Education PressBeijingChina

Section editors and affiliations

  • Amy Cutter-Mackenzie-Knowles
    • 1
  • Karen Malone
    • 2
  • Marianne Krasny
    • 3
  • Hilary Whitehouse
    • 4
  1. 1.School of Education, Gold Coast CampusSouthern Cross UniversityGold CoastAustralia
  2. 2.Department of EducationSwinburne University of TechnologyHawthornAustralia
  3. 3.Cornell UniversityIthacaUSA
  4. 4.College of Arts, Society and EducationJames Cook UniversityCairnsAustralia

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