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Figure 50. Teaching system particular map. Designed by the author.
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materials used. There are three main activities in the basic course of the high school: teaching, examination and research learning. In each activity, students have produced corresponding learning outcomes. Teachers provide supporting materials, assess the quality of lear ning and manage teaching results throughout the teaching process.
Most of the high school basic course teachers will prepare teaching plans according to the progress of the class students. The teaching plans record the main knowledge highlights and key memory knowledge in paper, and they are distributed to students as supplementary material for a better learning. Due to the low self-management consciousness of high school students, neglecting the storage of individual paper materials, these unbound papers are easily lost or discarded into waste paper.
The school has prepared an academic year document profile, in paper pr inted, for all st udents in the second grade in the high school. The outcomes of the PBL project that students participated in in the first academic year are included in the document profile, such as post-course self summary paper writings, the
their heavy gains during the year at the end of the semester. At the same time, it is easy for students to review their performance and evaluate their performance management. Documents in papers could provide students with a sense of ritual and satisfaction.
However, with the short-term pleasure, there might be hidden long-term problems. Firstly, it consumes a lot of paper and takes up space, which is not easy to store and carry. Secondly, the paper may also be left idle.
How to reduce the waste in student achievement management, while ensuring the student experience?
Through the investigation of energy use, material use and wastes situation, the author found that the campus teaching system, with teaching activities as the core, is special in resources use and waste disposal.
The use of resources in teaching activities often prioritizes the needs of teaching, focusing on class effects and the quality of teaching, so the sustainability of the process is easily overlooked. W hen car r ying out teaching activities, few people will consider the environmental impact of the activity. The short-term feature of the activity makes people lack of awareness about the process details.
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When with laziness thinking and short-sighted behaviors, people easily accept the unsustainable solution (Bistagnino, 2011, p.166). Even if individual participants consciously intervene in unsustainable behavior in the link, it is difficult to transform the current habitual way from the system level.
Therefore, we must have a new sight to the design, execution, management, and closing activities in teaching process, reshape the ecological consensus that humanity has lost, and re-understand what is complexity and what is the interconnection between activities and life systems (Bistagnino, 2011, p.183). The waste production in campus teaching areas is large and the types are concentrated.
The waste generated by teaching buildings and office buildings is the most recoverable(X. Zhao & T. T.
Sun, 2014, p.52). The recycling of recyclable resources in these two areas can greatly reduce the school’s waste transportation and management (W. T.
Wu, C. S. Qing, & S. C. Peng, 2005).
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School waste has been collected and managed by the cleaning staff. The collection of waste is included in the daily cleaning work. The waste collected in this process is mainly residual waste, and most of the waste is generated in the daily life of the campus. There is also a part of the collection work decided by the other person in charge of the campus. The campus catering system regularly produce food ingredient packaging, including cartons, pulp egg trays, metal cans, plastic bottles, glass bottles, etc. These wastes have
recyclable value, so they are stored in the waste collection room and processed once a month. In addition, teachers will occasionally produce some books or takeaway packagings, such as cartons, courier boxes, and pure water buckets.
Through three event sampling of campus waste compartments, the author recorded the composition of recyclable waste in detail, mainly including cartons, magazines, books, plastic bottles and plastic barrels, food packaging, waste paper, metal cans,
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glass bottles, egg container made of paper pulp. Most of the recyclable waste is sorted into the recyclable waste compartment by the cleaning staff. And at the end of the semester, they will sell this recyclable waste to the person who makes a living on collecting the waste.
The author collected data on waste in the teaching area of the middle school waste compartment for four months from September to December 19 and found that 129 barrels of residual waste, 55.1 barrels of household food
waste, and 128.5 barrels of recyclable waste were generated within 4 months of high school. The output of residual waste is the largest and the least valuable among them. It basically consists of shredded paper and paper towels. Household food waste includes food waste collected by the catering system and litter and peels collected by the cleaning system that is easily decomposed by microorganisms.
Hazardous waste mainly includes bottles, medicine bottles, chemical experiment broken utensils, waste fluorescent tubes, keyboards, etc. In Figure 51. Recyclable waste compartment. Photographed by the author.
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shipping new books will increase.
And during the graduation season, the number of books and papers discarded by students will be surge. And every school year, the school will have dozens of boxes of extra publications and new books piled up in the office of the waste room administrator, waiting to be donated.
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Figure 52. Living system particular map. Designed by the author.