價值澄清法應用於石門水庫集水區水資源環境教育教學成效之影響研究-以國小高年級學生為例

The Teaching Effect of Implementing Values Clarification Approach into Shihmen Reservoir Watershed Related Water Resources Environmental Education – A Case of Elementary School Senior-grade Students

黃素雅

指導教授 ： 汪靜明

國立臺灣師範大學/理學院/環境教育研究所/碩士(2009年)

摘要

本研究由研究者協同桃園縣鄭老師以價值澄清教學法共同進行石門水庫集水區水資源環境教育研究，目的在於探討國小教師運用價值澄清法進行石門水庫集水區水資源環境教育課程，對居住環境為石門水庫供水區（在地學校）以及非供水區（非在地學校）的國小五年級學童，在水資源環境知識、態度與行為的影響。
本研究以石門水庫集水區環境作為教學素材，研究對象共計59名（32名桃園縣學生，27名臺北市學生）。以問卷作為前測、後測的研究工具，取得量的統計分析資料，再佐以教學活動所蒐集的資料，作為取得描述性資料分析的依據。研究結果歸納如下：
一、在地學校與非在地學校學童於教學介入前，在水資源環境知識及行為量表得分並無顯著差異，水資源環境態度量表得分在地學校學童高於非在地學校學童，且達顯著差異。教學介入後，非在地學校學童在水資源環境知識量表得分高於在地學校學童，且達顯著差異，水資源環境態度及行為量表得分則無顯著差異。
二、學生進行課程教學後，在集水區水資源環境知識、態度及行為量表的表現均有顯著提升。顯示價值澄清法，有助於學童在水資源環境知識、態度、行為的學習。
三、整體學童的表現並不因性別、父母社經地位以及是否參與水資源活動而有所差異。
四、價值澄清法有助於學童對於集水區水資源環境問題進行選擇、澄清與反應。建議學校老師可運用此教學方式於學生的水資源教育上，以協助學生澄清水資源環境價值，發展對水資源環境友善的價值觀。建議未來研究者以集水區水資源環境為主體規劃學校本位課程，或將石門水庫集水區水資源的相關教學擴及到其他集水區環境。

關鍵字：集水區水資源環境教育、價值澄清教學法

關鍵字

集水區水資源環境教育 ； 價值澄清教學法

並列摘要

Abstract
The main purpose of this study was to investigate how applying values clarification teaching approach to the Shihmen Reservoir related water resource environmental education could influence the fifth-grade students from Taoyuan County (local school) and Taipei City (non-local school) in terms of their knowledge, attitude and behavior of water resource environment. The researcher worked with a teacher from Taoyuan County and applied same teaching activities to their classes.
A total of 59 students participated in this study (32 from the local school and 27 from the non-local school). Data were collected and analyzed quantitatively and qualitatively. Quantitative data were collected from “The Knowledge, Attitude and Behavior of Water Resources Environmental Education Questionnaire” used as the pretest and the posttest, supplemented by descriptive data collected from the class sessions in both schools. The results are summarized as follows:
1. Before teaching, there were no significant differences in the water resource environmental knowledge and behavior in the pretest between students from both local and non-local schools. However, local students outperformed non-local students in the water resource environmental attitude, which reached a significant difference. After teaching, there was a significant difference in the knowledge of water resource environment, for which, non-local students outperformed local students. However, there were no significant differences in students’ attitude and behavior between two schools.
2. Significant differences in knowledge, attitude and behavior of water resource environmental education between pretest and posttest were found for both schools. That is, values clarification approach enhanced students’ knowledge, attitude and behavior of water resource environmental education.
3. No causal relations could be found between students’ performance and their genders, parental socioeconomic statuses and participation in water resource-related activities.
4. Students benefited from values clarification approach when making choices, clarification, and response to watershed related water resources environmental questions.
Based on the results, the researcher made suggestions for environmental education advocators, learners, local schools, and future research.
Keywords: watershed related water resources environmental education, values
clarification approach

並列關鍵字

watershed related water resources environmental education ； values clarification approach

參考文獻

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