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课程资源：学校特色课程开发的灵魂作者：金华星来源：《作文成功之路·中旬刊》 2016年第11期学校拓展性课程在集聚校内外资源、推动办学特色形成、促进学生实践能力和创新精神培养上具有不可替代的独特作用，一直受到广大基层学校的重视。
我们课题组开发的《小学水科学》是浙江省第三届义务教育精品课程。
配套的4册校本教材《我们与水》被浙江人民出版社正式出版，作为省内第一套“水科学”教材，受到了浙江省委书记夏宝龙的批示盛赞，社会各界好评如潮。
此课程带动了学校各方面工作，打开了学校课程建设的新局面，成为学校特色课程的典范。
《小学水科学》课程的成功开发，进一步说明了选择、提炼和转化好课程资源是开发学校特色课程的灵魂。
姹紫嫣红总是春一一让课程资源从“素材”走向“题材”目标、资源、实施、评价等课程的基本要素中，课程资源是达成课程目标的材料和条件。
我们之所以选中“水科学”题材来开发课程，是基于学校传统、地域特点、学生需要和社会热点的综合把握，以期“激发学生了解水科学兴趣，实施水科学启蒙教育，培养爱水、爱乡情感，增强水资源保护意识”。
一、由隐到显，选择“水科学”资源合学校办学传统之题。
学校位于会稽山脚下，处于古代治水英雄、立国始祖大禹的寝陵旁边，学校自建校伊始就以“传承大禹精神、培育会稽精英”为己任。
“诽大禹故事、访大禹足迹、表大禹功绩、学大禹行范”是学校的传统教育活动。
大禹的功绩集中在“治水”和“立国”两端。
学习“大禹治水”精神要“知水”，需要“了解水、亲近水、爱护水”，实施“水教育”的诉求和了解“水科学”的需求，已由“隐含”在背后移身至前台，成为教育实践活动的“显性”要求。
开发“水科学”课程，挖掘“水教育”资源，是基于学习“大禹治水”精神的传统教育所需，是来源于此、植根于此的必然选择。
二、由近到远，选择“水科学”资源合绍兴地域特点之题。
绍兴是著名的水乡，境内江河纵横，湖泊密布，万桥静卧，轻舟穿梭；绍兴的历史是一部治水发展史，继大禹之后，历代皆以浚河治水为治越首策：越王勾践建山阴古水道，东汉马臻营八百里鉴湖，晋凿运河，唐连海塘，明汤绍恩造三江闸……水利之业，代有所成；绍兴的经济与水密不可分，“鱼米之乡”的农业离不开水，“黄酒之乡”的工业源于水，“舟行碧波”的运输业赖于水，“万桥之乡”的旅游业兴于水……地域资源是我们综合实践活动课程资源的首选，生于斯长于斯的水乡儿少，学习“水科学”，既有得天独厚的优势，又有近水楼台的便利，更有义无反顾的内需。
英语作文：探索与实践——记述我们的学农体验Title: Exploring and Practicing: A Narrative of Our Farm ExperienceEnglish:In the realm of experiential learning, our recent journey to the farm was an enlightening expedition that transcended mere academic lessons. The annual school trip to the agricultural center provided us with a unique opportunity to delve into the practical aspects of farming, connecting theory with reality in a way that textbooks often fail to capture.Our day began with a guided tour of the vast farmland, where we were greeted by rows of vibrant crops swaying gently in the breeze. The farmer, a seasoned expert, patiently explained the intricate processes of crop rotation, seed selection, and irrigation systems. As we walked through the fields, we observed firsthand how nature's cycles and human intervention work in harmony to produce food.The hands-on activities were the highlight of our experience. We were given shovels and aprons, ready to take on tasks likeplanting seeds, weeding, and harvesting. It was a humbling experience, realizing the labor-intensive nature of agriculture and the dedication required for a bountiful harvest. We learned about the importance of patience and perseverance, traits not only essential in farming but also applicable to life's challenges.One memorable task was learning to identify different plants and their uses. From the medicinal properties of herbs to the commercial value of vegetables, we discovered the multifaceted role each plant plays in our world. This encounter with nature's diversity deepened our appreciation for the complexity and interconnectedness of ecosystems.Throughout the day, we were encouraged to reflect and document our experiences. We took notes, drew sketches, and even wrote short stories inspired by the sights and sounds around us. These creative exercises helped us process the newfound knowledge and solidify our understanding of the agricultural practices.As the sun began to set, we gathered around a bonfire, sharing stories and laughter while roasting marshmallows. In this relaxed atmosphere, we discussed the significance of sustainable farming,the challenges faced by farmers, and the role each one of us could play in supporting local agriculture.In conclusion, our farm experience was a transformative journey that went beyond mere learning. It was a practical application of theoretical concepts, a chance to connect with nature, and a reminder of the profound impact agriculture has on our daily lives. This exploration and practice have left a lasting impression on us, inspiring us to be more mindful of our food choices and to value the hard work behind every harvest.中文：在体验式学习的领域中，我们最近的农场之旅是一次深刻的探索，它将理论知识与实际操作相结合。
第1篇一、引言千岛湖，位于浙江省杭州市淳安县境内，是我国著名的人工湖。
这里风景秀丽，环境优美，自然资源丰富，人文景观独特。
近年来，千岛湖成为了众多学校开展教学实践的理想之地。
本文将详细介绍千岛湖教学实践点的特色，探讨其在教育领域的应用价值。
二、千岛湖教学实践点的特色1. 自然环境优越千岛湖地处亚热带季风气候区，四季分明，气候宜人。
湖面宽阔，岛屿众多，湖水清澈见底。
这里有着丰富的动植物资源，为教学实践提供了得天独厚的自然环境。
2. 人文景观独特千岛湖周边有许多著名的人文景观，如宋城、梅峰观景台、石林等。
这些景点既有深厚的文化底蕴，又具有很高的观赏价值，为学生提供了丰富的文化教育资源。
3. 丰富的教育资源千岛湖拥有丰富的教育资源，包括地理、生物、历史、文学等多个学科。
在这里，学生可以亲身感受大自然的魅力，了解我国的历史文化，培养创新精神和实践能力。
4. 实践教学平台多样千岛湖教学实践点可以满足不同学科、不同年级的教学需求。
学校可以根据教学目标，选择合适的实践项目，如野外考察、生态保护、民俗文化体验等。
三、千岛湖教学实践点的应用价值1. 提高学生的综合素质通过千岛湖教学实践点，学生可以接触到真实的社会环境和自然环境，锻炼独立思考和解决问题的能力。
同时，学生还可以学会与他人合作，提高团队协作能力。
2. 培养学生的环保意识千岛湖拥有丰富的自然资源，是生态旅游的理想之地。
在这里，学生可以亲身感受大自然的美丽，了解生态环境保护的重要性，从而培养环保意识。
3. 传承和弘扬优秀传统文化千岛湖周边的人文景观丰富，如宋城、石林等。
学生可以在这里了解我国的历史文化，传承和弘扬优秀传统文化。
4. 拓宽学生的视野千岛湖教学实践点为学生提供了丰富的课外活动，让他们在轻松愉快的氛围中增长见识，拓宽视野。
四、教学实践案例1. 地理学科在千岛湖开展地理学科教学实践，学生可以实地考察湖泊的成因、岛屿的分布、水文特征等。
此外，还可以参观淳安县博物馆，了解当地的历史文化。
292023.9EXPLORATION AND PRACTICE 探索与实践托班幼儿的记忆以及思维都是在直接与事物的接触或在活动的过程中进行的。
幼儿通过动作、运动和各种感官获得信息并进行学习，利用重复的活动来帮助自己练习、记忆和组织自己的想法。
为此，我们对托班班级游戏环境创设进行了教研，教师从儿童视角（用儿童的五感去感知、用儿童的情感去感受、用儿童的大脑去思考），创设高质量的班级游戏环境，促进托班幼儿感知觉、交往、归属感、自主和情绪体验等方面的发展。
一、观察幼儿，架构“N+1”班级游戏区“教育为本，观察先行”，创建一个能够激发托班幼儿探索兴趣、想象和思考的游戏环境，就必须去探寻托班幼儿的游戏模式，理解他们的游戏行为。
教师在调整班级前，要先观察班级幼儿的游戏行为和游戏状态，了解幼儿对材料的需求以及他们与各个游戏区之间的互动情况。
1.观察幼儿游戏特点。
我们希望教师剥离自己的设想，单纯关注幼儿真实的兴趣点，看他们在玩些什么。
重点观察记录：幼儿在30分钟的游戏时间中与哪些材料进行了互动？是怎么互动的？与该材料持续了多久？经过对100名幼儿观察记录表的分析，我们发现托班幼儿的游戏具有随意性、重复性、具象性、自我中心性。
如某幼儿在9 : 16—9 : 30的14分钟左右时间内，一共换取了4种材料，前三种材料摆弄的时间都在两三分钟，做敲击、来回拿取拼图、模仿打枪等重复的动作；中途看见其他幼儿玩游戏、发出声响马上转移注意力，观察他人的游戏；进入“娃娃家”的时间相对比较持久，6分钟左右，在此期间，来回走动，看其他幼儿游戏，不断换着抱枕。
2.更改班级区域名称。
托班幼儿没有益智区、生活区等功能性区域的概念，只对区域中的材料感兴趣，喜欢拿着材料去各个区域玩。
儿童视角下的托班班级游戏环境创设文/庄周赟 张丽梅 浙江师范大学附属幼儿园因此，我们决定更改原来的区域名称，以幼儿喜欢的七大类材料来命名游戏环境。
首先，我们把有共性的材料规整在一起，如：把会发声发光的材料归为声光类，把小推车、婴儿车以及各种功能车模型归为汽车类。
Creative Education Studies 创新教育研究, 2023, 11(7), 1750-1755 Published Online July 2023 in Hans. https:///journal/ces https:///10.12677/ces.2023.117261“三全育人”理念下本科生导师制人才培养 模式探索与实践——以浙江理工大学数字媒体技术专业为例宋瑾钰浙江理工大学计算机科学与技术学院，浙江 杭州收稿日期：2023年5月19日；录用日期：2023年7月7日；发布日期：2023年7月17日摘 要依托数字媒体技术专业，在分析人才培养中存在的问题基础上，提出一种复合型专业在“三全育人”理念和本科生导师制下创新人才培养模式，在培养方案改革、师资建设、实践环节改革、学生学习实践方式改革基础上，通过“四化三融合”的有效路径，对数字媒体技术人才实践能力培养模式进行改革和实践，促进教书与育人的融合。
关键词三全育人，本科生导师制，培养模式，创新人才Exploration and Practice of Undergraduate Tutorial System Talent Training Model under the Concept of “Three-Wide Education”—Taking the Digital Media Technology Major of Zhejiang Sci-Tech University as an ExampleJinyu SongSchool of Computer Science and Technology, Zhejiang Sci-Tech University, Hangzhou Zhejiang Received: May 19th , 2023; accepted: Jul. 7th , 2023; published: Jul. 17th , 2023宋瑾钰AbstractBased on the digital media technology major and the analysis of the problems in talent training, this paper proposes an innovative talent training mode for the composite major under the back-ground of “three-wide education” and the undergraduate tutorial system. On the basis of the reform of training programs, teacher construction, practice link reform, and the reform of stu-dents’ learning and practice methods, through the effective path to reform and practice the train-ing mode of practical ability of digital media technology talents to promote the integration of teaching and education. KeywordsThree-Wide Education, Undergraduate Tutorial System, Training Mode, Innovative TalentsCopyright © 2023 by author(s) and Hans Publishers Inc. This work is licensed under the Creative Commons Attribution International License (CC BY 4.0). /licenses/by/4.0/1. 引言在当今中国特色社会主义新时期，党和国家以及社会各领域对高层次创新型人才的需求比以往任何时候都更加迫切。
开放式学习：幼儿园“三全”劳动课程的创新实践文/郁川萍 浙江省嘉兴市海盐县三毛幼儿园２０１８年，在全国教育大会上，习近平总书记指出，“要努力构建德智体美劳全面培养的教育体系”，对于劳动教育，他提出：“要在学生中弘扬劳动精神，教育引导学生崇尚劳动、尊重劳动、懂得劳动最光荣的道理，长大后能够辛勤劳动、诚实劳动、创造性劳动。
”新时代劳动教育正在起航前行，如何培养幼儿正确的劳动观点、劳动态度和劳动习惯以及幼儿对于劳动的内在热情、劳动创造的积极性，显得更为重要。
中共中央、国务院《关于全面加强新时代大中小学劳动教育的意见》指出：“整体优化学校课程设置，将劳动教育纳入国家课程方案，形成具有综合性、实践性、开放性、针对性的劳动教育课程体系。
”即劳动教育是教育改革的出发点，是教育观念的突破口，是我国教育制度的一个重要内容。
这表明，遵循幼儿身心发展规律、幼儿主动参与、体现开放的劳动教育模式是当前社会的主流，具有生态意义。
在多年的实践研究中，创新实践儿童本位下的幼儿园“三全”劳动课程，可以促进幼儿在开放式学习中，获得更多生活的能量和能力，全面提升幼儿的劳动素养。
一、全视域覆盖，挖掘劳动课程内容劳动造就精彩生活，劳动提升内涵品质。
如何让幼儿发自内心地热爱劳动，崇尚劳动光荣呢？我们不断寻找幼儿视角下劳动课程的实施方向，从一线贯通、二轮驱动、三轨同步来分别挖掘幼儿的创造性劳动、生产性劳动、服务性劳动这三大内容。
（一）一线贯通，构想创造性劳动内容劳动是创造的基础，是幼儿成长的必经途径。
而“一线贯通”是劳动教育高质量发展的内涵深化，即以幼儿的经验线为重点，贯通于创造性劳动教育的整个过程，从而提高幼儿的生活力、自动力、创造力。
创造性劳动内容主要如下：一线贯通构思创造性劳动效果及意义以幼儿经验线为主设计自然角动物喂食器，自制各种教室吸尘器，完善草地上的风向标，设计与挑战搭建菜园浇水管道……营造生本化的劳动环境，挖掘幼儿劳动的创造性，开发幼儿劳动的文化性。
浙江特色水教育的探索与实践（Exploration and practice of characteristic water education in Zhejiang）I. the core of water education is harmony between man and waterThe water generated by the water culture is a national historical and cultural heritage, reflecting the cultural elements of a nation for thousands of years and a lot of concentrated stay together morning and night, a very important cultural connotation; water is a natural material symbol form of abstract concepts, which not only gave birth to civilization, and to give a deep cultural simplicity the intuitive and comprehensive interpretation.UNESCO pointed out: "the water has rich cultural connotations and social significance, grasp the relationship between culture and nature, is to understand the social and ecological restoration, creativity and adaptability of the only way which must be passed." To solve the increasingly serious problems in our country, not only to make full use of modern science and technology, but also need water from the perspective of education to examine our thoughts and ideas, goals and actions, policies and strategies, a correct understanding of the functions of water, pay attention to water education, give full play to the role of water education. In the face of the water problem in our country is more and more complex, facing the people's expectations for the development of water conservancy, facing the colorful social and cultural life, to practice water as the carrier, and actively promote the education characteristics of the water, is placed in an important and urgent task in front of us, is our historical mission endowedby our generation.Water is the general education of people in the water activity in water as the sum of all kinds of education carrier, water is used as the core of education collection of cultural education. All the physical and behavioral events that mark the imprint of human water related activities belong to the category of characteristic water education. The important connotation of water education is the philosophy and values of man and nature. The original intention of the concept of water education is to realize the sustainable coexistence between man and nature, and the harmonious coexistence between man and water. Therefore, harmony between man and water is the core value of water education. With the profound understanding of water, people will be hydrophilic, love water, water conservation, water conservation, and pay attention to coordinating the relationship between water and social sustainable development. In the current development, protection and utilization of water resources, it is necessary to strengthen the consciousness of water education in the whole society. This awareness is the cultural basis for the protection of water resources and the sustainable development of human society. On the face of it, the emergence of water crisis is the result of human society's excessive demand for water and nature. From a deeper analysis, water crisis is the lag and lack of water education development, and water education is the basic work to solve the water crisis. Through the extensive, deep and lasting development of water education within the national higher vocational colleges, the following functions can be achieved:First, through water education, enhance water loving consciousness; second, the characteristics of water education, establishing the mechanism of water conservation; third, the characteristics of the water culture education, water treatment pipes personnel; fourth, the characteristics of water education, deepening the concept of harmony between human and water; fifth, the characteristics of water education, to enhance students' cultural literacy. Water education practice not only has effect on improving colleges and universities "know water, love the water, saving water, protecting water" consciousness and behavior, but also the management of water resources, for the implementation of effective construction of water-saving society has a significant role in promoting. Through water education, cultivate people, shape people, enhance the spiritual realm and overall quality of human beings, improve the relationship between man and water, and realize harmony between man and water.Two. Current status of Water Education ResearchOn the surface, the emergence of water crisis is the result of human society's excessive demand for water and nature, and from a deeper analysis, the water crisis is caused by the lag and lack of water education development. Education is the foundation of water to solve the water crisis, the current knowledge about water mix in most environmental education, energy and education books, from the characteristics of water resources in our country and the actual situation of the organization to prepare water education books though very little; water resources, water environment situation is grim, but also very concerned about according to the public, more ofthe water on the water environment problems, but the system of educational activities is very little water, especially for water education in specific teaching materials, training programs, teaching courses, lectures, laboratory construction, practice is not perfect.In some western countries, government and industry attaches great importance to the education of the water, water system, comparative education has been relatively mature, it is the task and practice teaching is complete, and in public participation in water resources management, supervision and other aspects of the implementation of water management plays an important role. Compared with the water education in developed countries, water education in China has only just started and is still in the initial stage. It only takes introduction, reference and imitation as the main means. In a word, the level of water education in developed countries is relatively high, while the developing countries are relatively backward. At present, the research on Water Education in China is almost a blank spot.Three, the problems faced by characteristic water educationEducation is not only a simple water spread knowledge of water, water culture, water saving method, more is to practice, and combine the school education, the main problems currently facing the characteristics of the water education: one is the characteristics of the water education system is not perfect, but also the lack of a complete water feature of educational materials; two is the way of teaching characteristics of water education or traditional multimedia teaching; three is thecharacteristic of water education widely used in schools and colleges, enterprises and institutions, but to let the water education knowledge into teaching materials, curriculum, into the classroom is confined to the Zhejiang Water Conservancy and Hydropower College itself does not cause the other four universities resonate; is the emotional experience and social practice carrier the students of education is simple, single means of water; five is water-saving consciousness of the students is very weak, the phenomenon of waste water everywhere.According to statistics, in 2006, the per capita water consumption of college students in our country was about 460 liters / day, more than 248 liters per day compared with that of urban residents. Visible, because the students are weak water-saving awareness, resulting in a large number of habits and habits of waste water resources. Therefore, improving college students' awareness of water saving and water use is the most important problem in water saving work in universities. It is also a key factor in the construction of water saving campus. In order to solve the problem of the waste of water resources now, not only to strengthen the management of water resources and water-saving technology, but also to let the water education into the university campus, the water, the core of education concept, connotation, action learning and life into the students.Four, the research contents of Characteristic Water Education1., establish characteristic water education knowledge systemAs one of the contents of cultural education, water education also has the characteristics and functions of cultural education. Water education has been endowed with a richer and wider range of content and implications. A system of education in China from the characteristics of water water history, water culture, water resources, water warning, water regulations, water saving knowledge, water science and technology, social practice, and to educate, save history, influence, and communication function for interpretation of the characteristics of the water education. (see Figure 1)Figure 1 Zhejiang characteristic water education systemThe characteristics of water education, including the river valley and the water conservancy project; rivers, lakes, wetlands and other natural resources; flood diversion projects; water conservancy and Water Conservancy Scenic moat, places of historic interest and scenic beauty site etc.. This kind of water resources with Qi Zhi, cognition, education, aesthetic delight and ideological and political education and practice education function.The characteristics of the water pipe and water education, including the past literature, relevant policies and regulations, human activities management approach since the new Chinese was established, and water related xiangguiminyue etc.. This kind of water education resources has the educational function of cultivating democratic spirit, carrying out legal education, forming self-discipline consciousness, strengthening behavior restriction and guiding inquiry learning.The characteristics of water education, including people in the use of the formation water, control of water, water, water conservation and development of water to enjoy the social life practice concept, value system, scientific knowledge, literature and art, folk tales, outstanding figures, national spirit. This kind of water education resources has the educational function of morality education, habit formation, emotion edification and spiritual encouragement.Special water education includes industrial water saving, agricultural water saving, water saving and water saving laws and regulations. This kind of water education can improve students' awareness of water saving and cultivate water saving habits.Water conservancy institutions, as the base of training water conservancy talents, are closely linked with the social and economic development, and should play their due role in the construction of water-saving society.2., set up "teaching appreciation, emotional experience, social practice and service society" four interactive teaching mode of cooperationIn today's emphasis on general education, developing water education is an urgent need for students to further improve their cultural attainments, cultivate noble ideal sentiments and patriotic sentiments. Water education is not only a simple way to teach, spread water, water culture, etc., but also an open education style which is closely linked with thedevelopment of modern water conservancy, mainly based on water conservancy and social practice. According to the investigation and analysis to determine the learning field, learning situation, cultural literacy form, social service idea, environment simulation method, simulation method, task driven method, case teaching, project teaching method, do a through in the learning field.First, we will move the class into Zhejiang characteristic water education base. The base of the sound, shape, picture and text, video, scenes, props, scenes will be realistic and real renderings together, let the students feel personally on the scene in Zhejiang for 11000 years, 8000 years of mountain culture of Kuahu bridge culture, Hemudu Site culture, 7000 years 6000 years of Majiabang culture, 5000 years the Liangzhu culture, history, and other water King Yu combating the flood water culture context. Environmental simulation method and scene simulation method are adopted to cultivate students' feelings of loving water and cherishing water, and to cultivate the sentiment of "hydrophilic, happy and water".The two is the teaching content according to "know and understand the water water" common sense, "water, water" standard, "more water, less water, water, water dirty" situation, through the project teaching method, case teaching method, strengthen the teaching reality and practice. This course is a typical work task project tasks as the carrier to arrange and organize teaching activities, teachers request, organize students activities, focusing on "interactive teaching" and "learning", let students learn in the activities, and improve their humanistic quality in learning.Three is to learn the characteristics and design ideas of situational design reflects the standard of this field of study, highlighting the "human water harmony" philosophy, the humanities as a whole process of behavior analysis, combine knowledge and culture reflect the influence of organic attractions, ability in the training objectives of the. The choice of the content of the study situation shows appreciation, advancement, practicability and interest.Four, in the teaching process, pay attention to the creation of water situation, let students in learning characteristic water education knowledge in the process of feeling the nature of water environment. Under the influence and influence of specific water education consciousness, students will form the cultural consciousness and cultural character consistent with excellent water education in social practice.The five is the application of task driven method in the world water day, Chinese water, energy saving and environmental protection, low-carbon economy and other activities, to the square, communities, schools, enterprises, rural areas such as on-site investigation and propaganda, require students to team out social practice report.Six is the project teaching method applied to the drinking water project, river construction, urban flood control project, thousands of library security, ecological environment,water-saving society construction, combination of training students' team, and asked the students to write training report.Seven is to use the existing engraving machine equipment to train students' water culture products design ability and production ability, form a reward, middle school, learning, doing, appreciation of the sentiment and practical ability.The eight is to cooperate with the Hangzhou Mountain Science Communication Co. Ltd., established production and teaching cooperation, participation in management, culture into the mode of cooperation, installation of water and electricity equipment in our school, students participate in the water and electricity facilities installation, commissioning, and is responsible for the operation and evaluation. Train students' consciousness and practice ability of saving water and electricityFive, the implementation of Water Education CountermeasuresIn view of the characteristics of water education in our country at present stage, the implementation of water education must realize the following changes: from loud slogans to practical actions, from professional knowledge to scientific popularization of Yi ology,From simple understanding to systematic learning, from scattered activities to extensive participation. The creation of special education courses in the water occupation colleges, hire experts and scholars engaged in water education research and practical workers as part-time teachers, teaching water education knowledge system, the "water culture, water resources, water warning, water science and technology,water-saving society construction, water conservancy and other laws and regulations, social practice in the teaching content, let the water educational knowledge into teaching materials, curriculum, classroom teaching. In particular, students should pay attention to water education emotional experience and social practice in the teaching, special attention should be paid to visit, investigation, interview, experience, discussion and other sectors, to enhance students' perceptual knowledge of water education, to expand students' horizons and enrich students' experience, enhance the ability of students. Students through water education to enhance the integrity of water, to establish a harmonious water, the courage to water innovation, thick water practice. Facing the national vocational colleges, we should carry out characteristic water education in a planned, focused and hierarchical way. Through education and guiding role, promote the social public awareness of water ecology constantly improve, form good water habits, consciously love water, cherish water, protect water, strengthen water-saving and antifouling social philosophy. Through the dissemination of education, we should encourage all thoughts and actions that are conducive to harmony between man and water, and promote the coordinated development and progress of mankind itself and the economy and society. To solve the problem of water saving in Colleges and universities, we must strengthen the construction of water education so as to let water education enter the campus and integrate into the daily life of students. The characteristic water education should be carried out in vocational schools to form a friendly environment with water environment, and to realize the harmonious development between man and water, man and nature, man and environment.。
