A Discussion on the Connotations of Energy Education and Its Implementation Methods

ASIA unversity > 亞洲學術期刊 > Asian Journal of Management and Humanity Sciences > v.3 n.1-4 > Item 310904400/2137

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题名:	A Discussion on the Connotations of Energy Education and Its Implementation Methods
作者:	CHING-CHANG LIN TUNG-YEN LAI CHIEN-CHOU CHEN
贡献者:	Department of Early Childhood Education, Asia University
关键词:	energy technology;the characteristics of energy education;the goal of energy education;the connotation of energy education;the analysis of energy theories
日期:	2008
上传时间:	2009-10-13 17:06:10 (UTC+8)
出版者:	Asia University
摘要:	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.
關聯:	Asian Journal of Management and Humanity Sciences 3(1-4):80-105
显示于类别:	[Asian Journal of Management and Humanity Sciences] v.3 n.1-4

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