環保有功小學推展環境教育模式之探討--以民國91-96年為例

A Study on the Environmental Education Models implemented in Elementary Environmental Conservation Award Schools: A survey from the year 2002 to 2007

林韋伶(Lin Wei-Ling)

指導教授 ： 張子超

國立臺灣師範大學/理學院/環境教育研究所/碩士(2009年)

摘要

摘 要
本研究採內容分析法，研究對象為民國91年至96年榮獲全國推動環保有功『特優』及『優等』的67所小學，以行政院環保署設計的環境項目為分析架構，獲獎學校推動的「環保事蹟」為分析內容，進行概念分析，歸納出環保有功小學推展環境教育的關鍵要素，並建立環保有功學校推動環境教育的模式。
環保有功學校環境教育推動模式，包括七個關鍵要素：（一）建立正確環保觀念：透過各種教育活動，環保觀念的傳達，建立師生正確的環保觀念；（二）研訂可行的環境教育計畫：成立環境保護小組，制定學校環境教育的願景及發展藍圖，再評估學校實際情況，規劃、訂定、執行各項計畫；（三）營造環保與生態化的校園環境：校園環境綠美化、教材化、生態化、及永續化；（四）發展學校本位的環境教學與教材：推動鄉土教學、戶外教學、利用校園生態資源進行教學、及環保教育融入各領域教學活動；（五）落實師生環保生活：在生活中落實開源節流、資源回收等環保行動；（六）資源統整與利用：整合校內外資源，建構完善的環保網絡，共同推動環境教育活動；（七）建立評鑑制度：建立校內環境評鑑制度，進行環境績效檢核，並定期追蹤、檢討以增進環境教育之品質。

關鍵字：環保有功學校、環境教育模式

關鍵字

環保有功學校 ； 環境教育模式

並列摘要

Abstract
This study applied content analysis to explore the models and effects of environmental education implemented in the 67 elementary schools awarded as “Excellent” and “Honors” for environmental conservation from the year 2002 to 2007. Base on the environmental education articles designed by Environmental Protection Administration of Executive Yuan as analysis framework, and the Environmental Conservation Performance of awarded schools as analysis content, this study applied conceptual analysis to generalize the key factors of the implementation of awarded schools and to establish the environmental education models.

The environmental education models of environmental protection school award include seven key factors: (1) Cultivate right concepts of environmental conservation: Arrange all kinds of educational activities to cultivate teachers’ and students’ right concepts of environmental conservation. (2) Establish executable environmental education plan: organize an environmental protection group to set up the vision and the blueprint of school environmental education, to plan, establish and execute the policy by evaluating the schools’ conditions. (3) Plan and design an environmental friendly and ecological campus: promote green school, teaching material required locally, ecological campus, and sustainable development campus. (4) Develop environmental educations and teaching material in schools’ programs: popularize homeland study program, outdoors teaching, ecological campus teaching and curriculum teaching with environmental issues. (5) Implement environmental protection life in school among teachers and students: cultivate students with ability to treasure material and to reuse and recycle the material in daily life environmental activities. (6) Organize and utilize resources: organize resources from the establishment of a human resource database in school and community to build a complete network to carry out the environmental education activities. (7) Establish evaluation system: establish the environmental evaluation system in campus to measure the effects of environmental education and to enhance the quality of environmental education according to the periodical check and review.

Key factors: environmental protection school award, the environmental education models

並列關鍵字

environmental protection school award ； the environmental education models

參考文獻

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