「樸門永續設計」理念應用於大學通識環境教育課程之教學實踐

The Teaching Praxis in the Environment Curriculums of Universities' General Education Applying Permaculture

林曉君(Lin, Hsiao- Chun) ； 邱奕儒(Chiu, Yie-Ru)

《慈濟通識教育學刊》 11期 (2017/03) Pp. 2-38

https://doi.org/10.6755/TCJGE.201703_(11).0001

摘要

面對全球環境變遷衝擊，國內大學生仍普遍缺乏環境議題的理解與實際行動，雖已有許多大學開設環境教育相關課程，然多以知識理論性為學習內涵。為此，本研究以個案研究法，針對國內首度應用樸門理念與行動於通識環境教育案例，蒐集質性資料，觀察及訪談教學者；並探討課程設計、教學實踐與成效。探究問題亦包括該教師融入實踐行動的教學方式、教與學的師生互動、教學信念、及教學實踐的反思。研究結果歸納其課程設計具階段歷程性：建立學習準備、引起動機、觀察學生反應、班級經營為實作課準備、建立同儕對話與團隊合作機制，並重視多元化學習。而教學者於實踐歷程中能深層反思教師角色與教學信念，是達到本課程教學成效的重要關鍵；教師反思從知識傳遞者轉變為學習促進者，以身教示範強化實踐者的教師角色。此結果大致亦呼應國外相關研究，然而，傳統僵化授課時數計算方式有必要改變；專業及學習小組需進一步建立，以深化樸門行動學習之成效。

關鍵字

樸門 ； 通識教育 ； 教學實踐

並列摘要

Environmental awareness is generally poor among university students in Taiwan. Although environment-related curriculum is available in universities, it is mostly knowledge- and theory-based, with little praxis. Outside of Taiwan, in higher education, permaculture has increasingly been adopted. This study will report curriculum design, teaching, and results from the first application of permaculture ideals and practice in a university environmental education course in a general education program in Taiwan. Qualitative data from observation and interviews was collected. Research focused on a teaching style of learning by doing, teacher/student interaction, teaching philosophy, and self-reflection on teaching praxis. The results indicate that course development can be summarized in the following stages: learning preparedness, learning motivation creation, observing feedback, class management of hands-on preparation, building mechanisms of dialogue and cooperation, and emphasis on multi-dimensional learning. Results also show that the educator's teaching belief and thoughtful reflection on the role as a learning facilitator rather than conveyor of knowledge is key to the effectiveness of teaching. These results are largely echoed in related literature. However, conventional, rigid, weekly teaching schedules in general education need to be more flexible, and a learning support team should be established to deepen permaculture learning.

並列關鍵字

Permaculture ； general education ； teaching praxis