Sustainable development education has been implemented in the world for many years, but its effect is very little. With the growth of population, nature has been destroyed excessively, resources are being used excessively, and environment has been seriously polluted. There are ancient Chinese sayings that “extreme things will turn against each other” and “excessive things will not be as good as others”. The excessive consumption of the earth by human beings is giving rise to human beings. The most direct and obvious experience of retaliation is extreme climate change. Environmental change is seriously affecting human well-being (Whitmarsh, 2010). Few people consider the positioning of carbon and energy in daily life and decision-making (Seyfang, 2007). Sustainable development teaching starts with children, and low-carbon education is a key element. More than one third of carbon emissions in many developed countries come from private travel and domestic energy use. (Defra, 2007) Traditional oral or textbook education is obviously not suitable, so the purpose of this study is to explore how to implement low-carbon education in schools. Mainly through literature and interviews, effective low-carbon education mainly includes: first, based on curriculum standards, scientific teams and interested students to participate in the implementation of school-based curriculum development. Secondly, schools and the government cooperate to encourage and support low-carbon research, including research projects for teachers and students. Third, lead students to visit environmentally friendly enterprises, such as New Energy Automobile Company, feel the friendliness of low carbon on the spot, and realize the social and environmental benefits of using low carbon technology (Tang, 2011). Fourth, encourage students to volunteer to participate in community low-carbon propaganda activities to promote low-carbon concept for community citizens, such as low-carbon tourism (Fan, 2010). In implementing low-carbon education, we should hold such a big idea and realize the transformation from self-centered, group interests and national interests to the earth’s human community and the earth-friendly world.
Zhihong Zhang is a doctoral student of Beijing Normal University, mainly engaged in scientific courses and teaching theory, education measurement and evaluation research. To contact Zhihong Zhang, send an email to firstname.lastname@example.org