欢迎访问《北京师范大学学报》(社会科学版),今天是

北京师范大学学报(社会科学版) ›› 2025, Vol. 0 ›› Issue (4): 96-107.

• 心理健康研究 • 上一篇    下一篇

心理学视角下的儿童青少年生态文明教育:理论、路径与干预

王博晨, 金灿灿   

  1. 北京林业大学 人文社会科学学院心理学系,北京 100083
  • 出版日期:2025-07-25 发布日期:2025-09-03
  • 作者简介:金灿灿(通讯作者,E-mail:jcctxdy@163.com),北京林业大学人文社会科学学院心理学系教授。
  • 基金资助:
    国家自然科学基金面上项目“自然接触对青少年网络问题行为的作用机制及干预”(72374025);北京林业大学哲学社会科学高质量发展行动计划“自然联结对青少年网络问题行为的作用机制及环境教育的干预”(2023SKY11)。

The Psychology-Based Ecological Civilization Education for Children and Adolescents: Its Theories,Pathways and Intervention

WANG Bochen, JIN Cancan   

  1. Department of Psychology, School of Humanities and Social Sciences, Beijing Forestry University, Beijing 100083, China
  • Online:2025-07-25 Published:2025-09-03

摘要: 在全球生态危机与儿童青少年心理健康问题双重挑战的背景下,生态文明教育作为我国“五位一体”战略的重要实践,逐渐从知识教育转向素质教育,成为促进青少年心理成长的潜在路径。在理论层面,心理学视角下的生态文明教育可从自然互动与个体发展双重视角阐释。自然互动视角下,亲生物假说、压力减少理论与注意恢复理论共同支持自然联结对心理健康的促进作用;个体发展视角下,认知发展理论、社会文化理论和心理社会发展理论则强调生态认知、生态价值观与生态自我身份的共生性。在实践层面,其作用路径体现为认知途径的系统思维培养、情感途径的自然共情内化,以及行为途径的亲环境习惯塑造。基于此,本研究倡导家校社协同的生态文明教育干预框架。家庭以自然体验建立情感联结,学校通过系统课程融合生态与心理健康教育,社区以实践项目强化行为转化。该框架旨在实现儿童青少年生态文明素养与心理成长的双向赋能,为中国特色生态文明教育模式提供理论支撑与实践参考。

关键词: 儿童青少年, 生态文明教育, 心理健康, 心理成长

Abstract: Amidst the dual challenges of the global ecological crisis and rising mental health issues among children and adolescents,Ecological Civilization Education (ECE),as a key practice within China's “Five-Sphere Integrated Plan” strategy,is evolving from knowledge-based instruction towards quality-oriented education. This shift positions ECE as a potential pathway for promoting the psychological well-being of youth. Theoretically,psychology-based ECE can be understood through dual perspectives:nature interaction and individual development. From the nature interaction perspective,the Biophilia Hypothesis,Stress Reduction Theory,and Attention Restoration Theory collectively substantiate the mental health benefits fostered by connection with nature. From the individual development perspective,Cognitive Development Theory,Sociocultural Theory,and Psychosocial Development Theory emphasize the co-development of ecological cognition,ecological values,and ecological self-identity. In practice,its operative pathways manifest through cultivating systems thinking at the cognitive level,internalizing nature empathy at the affective level,and shaping pro-environmental habits at the behavioral level.According to this,the present study advocates an ECE intervention framework based on collaborative efforts among families,schools,and communities. Families establish emotional bonds through nature experiences,schools integrate ecological and mental health education via systematic curricula,and communities strengthen behavioral transformation through practical projects. This framework aims to achieve mutually reinforcing development of children and adolescents' ecological civilization literacy and psychological health,thereby providing theoretical underpinnings and practical guidance for an ECE model with Chinese characteristics.

Key words: children and adolescents, ecological civilization education, mental health

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