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    Please use this identifier to cite or link to this item: http://asiair.asia.edu.tw/ir/handle/310904400/2137

    Title: A Discussion on the Connotations of Energy Education and Its Implementation Methods
    Authors: CHING-CHANG LIN
    Contributors: Department of Early Childhood Education, Asia University
    Keywords: energy technology;the characteristics of energy education;the goal of energy education;the connotation of energy education;the analysis of energy theories
    Date: 2008
    Issue Date: 2009-10-13 17:06:10 (UTC+8)
    Publisher: Asia University
    Abstract: This study mainly aims to discuss the connotations of energy education and expounds its significances, characteristics, goals and implementation methods. This study first defines energy education, including the practicability, educational essence, study behavior, study domain and educational policy, and so on. Next, this study discusses the characteristics of energy education. Energy education is both a national and long-term project, so the whole country is the implementation object.
    The implementation methods are divers and multiple. The implementation curriculums include the inter-curriculums and take “life questions” as central practical education. Then, this study explains the
    connotations of energy education, including the contents of teaching materials, the curriculum constructions, the energy cognitions and the energy questions. According to the research data, this study sets the energy education goals as follows: (1) to make the student understand the energy
    correlation question and its importance; (2) to cultivate energy saving management habits; (3) to foster energy saving customs; (4) to cultivate citizens with a good enough understanding of energy issues to be able to understand the energy crisis; (5) to promote energy operating effectiveness; (6) to create
    talented specialists with a knowledge of energy issues as well as the capacity to perform research and development. It is found that the backgrounds of different teachers in the energy education's curriculum
    goal, the teaching material order, the teaching material breadth, the teaching progress, the teaching method, the learning environment and the student combination and so on tend to be consistent. It is also
    suggested that the ultimate objective of energy education is mainly to guarantee a stable energy supply and reasonable effective use. Finally, this study suggests some implementation methods for energy
    education, including developing and manufacturing the teaching materials and the teaching aids for energy education.
    In short, energy education encompasses energy development, energy technology, energy security, environmental protection and energy conservation. This study suggests taking science, study technique society, economy, environment and morals as education patterns to solve energy questions.
    Relation: Asian Journal of Management and Humanity Sciences 3(1-4):80-105
    Appears in Collections:[Asian Journal of Management and Humanity Sciences] v.3 n.1-4

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