- 期刊
運用在地資源落實國人生態環保觀念－以成功營區綠色環境學習營地為例
To Foster the Ecological Conceptions in Students and Community Citizens by Local Resources-An Example at the Green Environment Workshop on Cheng-Gong Barrack
摘要
本研究係運用成功營區綠色環境學習營地的資源，為彰化市內學生與社區民眾舉辦生態環保之宣導解說，將環境保護的議題植根於國人生活教育之中。研究方法分為四個階段：第一、赴成功營區綠色環境學習營地進行生態環境的了解；第二、由建國科技大學學生組成宣導團隊，經由蒐集資料、分組討論，進而編撰宣導教案；第三、邀請彰化市內學生與社區民眾前來成功營區綠色環境學習營地，由建國科技大學學生負責講解；第四，對前來參與生態環保研習的學員執行問卷調查與分析，以期了解本研究推動生態環保之成效。 本研究以一年的時間，在成功營區綠色環境學習營地共執行18梯次之宣導解說，參與本活動的人數，分別為小學生與中學生400人、大學生100人及社區民眾75人，合計575人。在問卷結果分析方面，發現接受問卷調查者對參訪前後生態環保的認知，從53%提升至81%，進步顯著；同時對本次宣導活動感到滿意以上的程度高達92%，可見國人對落實生態環保觀念的重視與期待。
並列摘要
This project is investigated on the Green Environmental Learning Campsite in Cheng-gong Barrack. With the instruction of ecological environmental protection for the citizens and students, the author tries to develop the idea of environmental protection in our society. The execution way is divided into four stages: Firstly, to investigate the ecological environment of the Green Environmental Learning Campsite in Cheng-gong Barrack. Secondly, to compile the course plans of this project by collecting information and through group discussion. Thirdly, to invite students and the citizens of the nearby communities to this learning campsite, and have them instructed by the undergraduates. Lastly, to do the questionnaire and the follow-up analysis to investigate the effect of this project. This project took a year to do 18 rounds of instructions in the Green Environmental Learning Campsite in Cheng-gong Barrack. 100 college students, 400 elementary/junior high school students and 75 citizens took part in this project. In total, there were 575 people involved. In terms of the questionnaire analysis, the cognition of ecological environmental protection has been improved greatly from 53% to 81%. And the satisfaction with this instruction activity was up to 92%.
延伸閱讀
- 施怡寧（2009）。以「生活技能」融入「綠色消費」教學之成效探討〔碩士論文，國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315171550
- 黃顯宗、林穆佑（2011）。以環境為核心價值的生命科學通識教學經驗。高醫通識教育學報，(6)，1-18。https://doi.org/10.6453/KMUJGE.201112.0001
- 盧秀琴、陳亭昀（2018）。研發「生態總動員」桌遊教具以培養學生的環境素養。臺中教育大學學報：數理科技類，32(2)，79-104。https://www.airitilibrary.com/Article/Detail?DocID=18176437-201812-201901180008-201901180008-79-104
- 邱奕儒、謝婉華（2020）。Curriculum Design and Reflection on the Integrationof Design Thinking into Rural Issues-Takingthe 「Regenerating the Countryside」 General Course as an Example。慈濟大學教育研究學刊，(16)，141-167。https://doi.org/10.6754/TCUJ.202008_(16).0005
- 陳怡穎（2018）。Concept of Biodiversity on Campus Environmental Education –An Example from Green Thumb Project, Jane Goodall’s Roots & Shoots Program〔碩士論文，國立臺灣師範大學〕。華藝線上圖書館。https://doi.org/10.6345/THE.NTNU.GEE.011.2018.F02