随着经济的发展,环境问题已经成为世界性非常突出的社会问题。当今世界,许多环境问题都是人为的,因为正是人类对自然环境的态度形成了现今的环境,因而人的作用是决定性的。只有改变人们的观念,提高人们的环境道德意识,才能主动地影响环境的状态。中小学生是未来的建设者,也是未来环境的主人,因此,提高全民族的环境道德，加强未成年人环境道德的培养是现实的需要，对可持续发展的实施具有关键性的意义。对于环境道德的定义,可以看出不同的学者有不同的阐释, 结合本次调查的实际情况，本文现对环境道德的概念作如下界定：环境道德是在一定的自然、社会、经济条件下产生的，在人和自然发生关系时，用以约束人类的行为，实现人与自然的协同发展的一套规范。本研究采用的研究方法是文献分析和调查法，首先用文献分析法，分析环境道德的内容以及内部的相互关系，然后根据此设立假设，编制调查问卷。问卷包括六部分：环境道德知识、环境道德态度、环境道德观察与评价、环境道德行为、环境教育活动参与以及学生的基本信息六个方面。问卷回收之后，进行数据收集和分析，得出以下结论：（1）小学、初中、高中生的环境道德评价值，在环境知识方面，随着年级的上升环境知识不断提高。在环境态度、环境预期行为和环境教育参与方面，随着年级的上升则相应的逐渐递减。环境道德的总体评价顺序是小学生得分最高，初中生居中，高中生得分最低。将所得的分数分级的话，小学生的环境道德总体评价是“良”，初中、高中生的环境道德总体评价是“中”。（2）小学生的环境道德评价中，环境知识较低，而环境预期行为和对环境教育的参与态度得分较高。小学生表现出“知”不足而“行”可嘉的特点。而初高中学生则表现出“知”多“行”少的特点。尤其是高中生表现的更为突出。（3）从相关系数表和总体得分表中可以看出，对于小学生来讲，环境知识比较缺乏，他们的主要任务是学习，这时，他们的环境道德模式比较符合“知识—态度—行为模式”。而对于初中生和高中生来说，随着环境知识的增加，其他三项反而比小学生的评价值下降。所以可以看出。初高中学生的环境道德模式(也可称环境行为模式)已由“知识—态度—行为模式”转变为“态度—行为模式”。

Along with increasing economic development, the environment has become a prominent global issue and social problem. In today's world, many of the environmental problems are man-made. Much of the current environmental problems are of a direct product of human’s behavior and lack of awareness and care for the environment. Only by changing people’s mindset and raising people's awareness of environmental ethics, any positive change of the environment will take affect.Primary and secondary school students are the future builders, as well as the future masters of the environment.Therefore, it is crucial to improve the nation's environmental ethics. Strengthening the environmental ethics of minors is a necessity; as it will help contribute to sustainable development.Different scholars have different interpretations of the definition of “environmental ethics.” This paper will difined “Environmental Ethics” as: the moral principals based on certain Natural, Social and economic conditions between humans and nature by achieving harmony between the two of them.This paper summarizes the content and interior correlation of environmental ethics involved in literature first, then sets up a hypotheses and works out of the questionnaire according to hypotheses.The questionnaire includes six parts: environmental knowledge, environmental attitude, environmental anticipated behavior, participate in activities of environmental education and students’ personal background information. After the questionnaire is retrieved the data analysis and draw the following conclusions :(1) The Primary, middle and high school students’ overall environmental knowledge rose continuously with their grade level. Although, when including the factors of environmental attitudes, anticipated behavior and participation in activities in environmental education, environmental action decreased gradually as the grades rose. The assessment results in Environmental Ethics ranks highest with primary school students, in the middle for junior high school students, and the lowest for high school students. The results were graded as “good” for primary school, "ok"for junior high and high school students. (2) The Primary school students’ evaluation environmental knowledge lower. While their environmental knowledge is inadequate, they maintain commendable characteristics as their actions and behavior towards the environment is interestingly good. However, middle and high school students showed an adequate knowledge of environmental ethics, many lacked sufficient participation in environmental matters. More so, the performance of high school students is even more pronounced.(3) From the correlation coefficient table and the overall score table, we can see that there is a lack of environmental knowledge for primary students. Their main task should be to improve their environmental knowledge so that their environmental morals are more in line with the "knowledge-attitude-behavior patterns." For junior high and high school students, along with increased knowledge of the environment, rather than the other three primary characteristics of the evaluation increasing with knowledge of environment, the value actually declined. So we can see that the patterns between primary school students and junior and high school students are different. The data shows that their patterns changed from the "knowledge-attitude-behavior" to "attitude-behavior patterns," conclusively.