以多文本閱讀討論融入公民行動取向環境素養課程之行動研究─以永續地球村為例

本研究旨在探討以多文本閱讀討論融入公民行動取向環境素養課程的發展歷程、調適實踐及學生閱讀討論的改變情形。其次，探討學生在課程方案實施後，在認知、情意與行動等環境素養面向的改變情形。複次，探討在課程方案實施的前後，學生對教科書理解改變的情形。最後，探討課程方案實施過程中，教師的教學、行政反思與成長。本研究採用行動研究，以研究者所任職的快樂國小六年級學童為研究對象，進行20節的課程。研究者以公民行動取向課程設計模式之精神，透過覺知與關懷、探究與增能、公民行動三個層面的課程活動，帶學生以多文本閱讀討論的方式是重新理解社會教科書內容，並透過公民行動的實踐，將永續地球村的行動落實在生活中。本研究以自編的環境素養問卷、觀察記錄、學生訪談資料、文件資料、教學日誌等蒐集資料，並進行質性資料分析。研究結果顯示：一、以公民行動取向模式重新設計國小社會教科書「永續地球村」單元，並透過多文本討論以增加學生深入理解，具有可行性。二、學童在課程方案實施後，在環境素養中認知、情意、行動三個層面的學習成效有進步。三、學童在課程方案實施後，學生主動蒐集資料與分享成果的行為隨課程實施而逐漸增加。四、教師在課程發展中，知道更多的教學資源，提升課程設計的能力。五、研究者在課程實施中，獲得反思與成長，有助於提升教學與行政方面的知能與推廣能力。由以上結果得知，學生經由公民行動取向環境素養課程「以永續地球村為」的教學方案的實施，能提升學生多文本閱讀討論的能力，體認身為小學生也可以以具體行動為環境盡一份心力，達成知識與行動結合的教學目標。

關鍵字

公民行動取向；多文本討論；環境素養；行動研究

並列摘要

The purpose of this study is to explore the changes in the course of the development of the “Citizens of Sustainable Global Villages,” the development course, the adjustment of practice sites, and the discussion of student-centered reading in the context of multi-text reading and discussion on the integration of citizen action-oriented environmental literacy courses; Later, in the context of environmental literacy, the changes in the three aspects of cognition, affectiveness and action; discussion of students' understanding of textbook changes through the curriculum; and finally the exploration of teachers’ teaching, administrative reflection and growth in the implementation of teaching programs. . In this study, action research was conducted. Three classmates of freshwater primary school students in the freshwater area of the New Taipei City in the New Taipei City were used for the study and 20 lessons were conducted. In the spirit of the civic action-oriented curriculum design model, the researchers use the three levels of awareness and concern, inquiry and empowerment, and civic action to teach students to use multi-text reading to discuss the content of social textbooks. Through the practice of citizen action, we will implement the actions of the sustainable global village in our lives. In this study, self-made environmental literacy questionnaires, observation records, student interview data, document data, and teaching logs were collected. research shows: I. Designing the sixth-year social class “Permanent Global Village” teaching program with the citizen action-oriented model. Through multi-text discussion, it is practical. 2. After the implementation of the curriculum plan, the school children have made progress in learning effectiveness in the three aspects of cognition, affection and action in environmental literacy. 3. After the implementation of the curriculum plan, the students’ learning initiative gradually improves with the implementation of the curriculum. Fourth, teachers in the curriculum development, know more teaching resources, improve the ability of curriculum design. V. Researchers have been given reflection and growth in the implementation of the curriculum, which helps to improve the ability to know and promote teaching and administration. Based on the above findings, the implementation of the civic action-oriented environmental literacy curriculum “in a sustainable global village” can enhance the students' ability to read and discuss in multiple texts, and realize that being a primary school student can also be a concrete action for the environment. A heart and mind to achieve the combination of knowledge and action teaching goals.

並列關鍵字

civic-action approach ； multiple-text reading with discussion ； environmental literacy ； action research

參考文獻

壹、中文部分

Google Scholar

教育部(2009)。悅讀101—教育部國民中小學提升閱讀計畫。2017/07/12取自：http://ireading.kh.edu.tw/plan/upload/%E6%95%99%E8%82%B2%E9%83%A8%E6%82%85%E8%AE%80101%E8%A8%88%E7%95%AB.pdf