國家公園與鄰近學校合作實施戶外環境教育之研究─以陽明山國家公園與格致國中合作之「自然體驗課程」為例

許美惠(Mei-Hui Hsu)

指導教授 ： 周儒教授

國立臺灣師範大學/理學院/環境教育研究所/碩士(2006年)

摘要

中文摘要
本研究透過「陽明山國家公園與格致國中合作之自然體驗課程」的案例，了解國家公園與鄰近學校如何合作實施長期的戶外環境教育，以及兩單位在合作過程時所會面臨的挑戰與值得學習之處，並探討增進國家公園與鄰近學校合作實施長期、優質之戶外環境教育可行的策略，提供其他國家公園與學校參考。
本研究歷經一年半時間，採用質性研究法，經歸納分析之後，得到以下之結論：
一、陽明山國家公園與格致國中合作實施自然體驗課的運作情形形：
為發展學校本位課程，格致國中自九十學年設立「自然體驗課」，請陽明山國家公園派解說員支援上課。課程時間採四節連排，各班學生輪流至園區上課，每班每學期約有四次至園區上課的機會。經費方面由陽管處負擔解說志工的值勤車馬費，學生僅須自行負擔車費。上課時，由老師帶領學生搭公車或租車至園區，交由解說員，解說員主導課程內容與上課路線規畫，老師主要負責秩序維護與安全管理。九十二學年下學期上課內容以認識擎天崗山區生態為主，每條路線並讓學校老師親自帶隊解說一次，以培養老師在野外解說上課的能力；另有一次課程係安排學生解說自己的家鄉。九十三學年恢復全由解說員上課，實施對象僅一年級。上課地區上學期集中在大屯山區，下學期上課內容較多元，安排了遊客中心步道、天母水管路、竹子湖、七星山等路線。
二、面對的挑戰與值得學習之處面臨的挑戰包括：如何吸引更多學生的興趣、課程目標待進一步釐清、課程設計的主導與規畫問題、如何因應升學壓力、國家公園與學校的溝通與對話不足。值得學習之處為付出行動實踐教育改革、對不同教育觀點的包容與尊重、善用資源、花費極少、正向看待孩子的不專注，以及解說員對保育播種的使命感。
三、教育人員的反應
解說員的反應為增進帶領戶外教學的技巧與對國中學生的了解、大自然是最佳導師、成就感、成長需要時間和空間、希望更多學校來國家公園上課。學校老師的反應是增進對國家公園與自然生態的了解、從做中學習帶領戶外教學、接納自己的有限，得到新體悟、同時會擔心學生的表現。
四、環境教育學者對增進陽明山國家公園與學校合作戶外環境教育的看法與策略
環教學者認為戶外環境教育要有課程設計、且寓教於樂、繞富新意，才能吸引學生。為達到學校課程需求，提供有意義的戶外學習，陽明山國家公園應提升解說層次與品質，成立自然中心，並結合學校老師共同研發課程。學校方面，建議進行方案影響評鑑，並鼓勵老師進行在職進修，增進環境教育的專業成長。
五、陽明山國家公園與鄰近學校合作戶外環境教育的可行做法
綜合研究所得，陽明山國家公園與鄰近學校可依循下列七項步驟，進行以國家公園為教室的戶外環境教育方案。1.溝通觀念、增進對戶外環境教育、公園即教室理念的認同；2.確認學校需求，設定課程目標；3.協調行政事項；4.成立小組研發課程；5.培訓課程執行人員；6.執行課程；7.反思回饋。這七項做法並不完全是單向發展，而是循環發展。值得一提的是，4-6 項有關戶外環境教育課程的研發、執行與培訓環教人員，可能會促進陽明山國家公園成立自然中心；相對地，當未來陽明山國家公園成立自然中心之後，也可協助4?6 項做法的進行，進而提升陽明山國家公園與學校合作戶外環境教育整體的質與量。

關鍵字

國家公園 ； 戶外環境教育 ； 戶外教學 ； 解說員

並列摘要

ABSTRACT
The study explored the nature awareness programs of Yangmingshan National Park and Taipei Municipal Ge-Zhi Junior High School in the hope of knowing how national parks and nearby schools carry out long-term outdoor environmental education cooperatively, and what
the challenges and good points are in the cooperating process. The study also probed into
the strategies of how to improve high quality outdoor environmental education of national
parks and nearby schools.
The duration of the research was one and a half year. Qualitative method was utilized.
After data analysis, major findings are summarized as below.
1. The operation of school-based curriculum－－－－nature awareness programs carried
out by Yangmingshan National Park and Taipei Municipal Ge-Zhi Junior High School
cooperatively
To develop school-based curriculum, Ge-Zhi Junior High School established nature
awareness programs since 2001. The programs were supported by the interpreters from the
Yangmingshan National Park. The interpreters were responsible for the curriculum content
and routes while the teachers were in charge of class order and safety. The classes of Ge-Zhi
Junior High School took turns to have lessons in the Yangmingshan National Park. Each of
the class can go about four times every semester; each time was about four hours. The
curriculum content in the spring semester in the school year 2003-2004 included the ecology
of Cingtiangang and student community interpretation. In the school year 2004-2005, only
seventh-graders participated the programs which included the Mt Datun, trails at the Tourist
Center, Tienmu aqueduct trail, Jhuzihu, and Mt. Chihsing. As for the budget, the
Yangmingshan National Park covered the expenses of interpreters, and the students only had
to afford their own transportation allowances.
2. The challenges and good points from the program
The challenges included how to attract students more, the unclear objectives of the
curriculum, the problem of curriculum design and dominance, how to react to the pressure of
study, and the insufficient communication between the park and the school. The lessons
from the program worth learning were putting education reformation into action, respecting to
different education views, good use of resources, few expenses, positive looking on the
distraction of students, and the feelings of the fulfillment of interpreters’ mission.
3. The reaction of the educators
The interpreters thought they improved their skills of outdoor education and
understanding of junior high students, nature is the best mentor, they experienced a sense of
fulfillment, growth needs time and space, and that they hope more schools can have class in the national park. The school teachers thought they had more understanding of the national
park and the ecology, they learned how to lead outdoor education by doing, they knew their
limitations and had new ideas, and that they worried about the performance of the students.
4. The views and strategies of scholars in promoting the outdoor environmental
education of the Yangmingshan National Park and schools cooperatively
Environmental education scholars thouth outdoor education need curriculum design, fun
and creativity in order to attract students. To fulfill the need of school curriculum and
provide meaningful outdoor learning, the Yangmingshan National Park should improve its
interpretation level and quality, establish nature centers, and develop programs with school
teachers. Meanwhile, the scholars suggested the school to have program evaluation,
encourage teacher to have on-the-job training, and improve teachers’ environmental education
expertise.
5. The method of Yangmingshan National Park to cooperate with nearby schools to
proceed outdoor environmental education
The research result showed that Yangmingshan National park and nearby schools can
follow seven steps to proceed outdoor environmental education programs in the national park.
(1) communicate thoughts, understand outdoor environmental education and see
parks as classroom;
(2) identify the needs of school and set objectives for the programs;
(3) coordinate administrative matters;
(4) form a group to develop programs;
(5) train program executors;
(6) carry out programs;
(7) reflect and give feedback.
These steps are not just one-way development but move in circles. Step four to six may
push Yangmingshan National Park into establishing natural centers; on the other hand, when
the park establish natural centers, the centers may help promote step four to six and further
improve the quality and quantity of outdoor environmental education of Yangmingshan
National Park and nearby schools cooperatively.

並列關鍵字

National Park ； Outdooe Environmental Education ； Outdoor Teaching ； Interpreter

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