初探陽明山生態學校環境教育發展歷程及參與者角色之研究

Explorative Study for Environmental Development and Participate Role of the Yangmingshan Eco-Schools

楊嘉芸(Chia-Yun Yang)

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(2012年)

摘要

陽明山生態學校是由陽明山國家公園管理處、台北市教師研習中心及其鄰近地區之六所學校，與專家學者所共同合作推動之實際案例。研究者從環境教育觀點與政策法令推動導向出發，以WHO-IDEA方法思議建構研究架構，藉由整合相關文獻、研究者實際參與觀察、深度訪談關鍵參與者、依據佐證相關文件資料及三角交叉檢核等多重研究方法，初步建構出陽明山生態學校推動及其環境教育發展歷程。本研究依據歷程中之主要事件及推動工作重點，分為架構規劃期、人員培力期、行動落實期等三大階段；歷程中專家學者、政府機構、學校單位等環境教育參與者的人員合作互動，充分發揮各自角色功能，成為影響歷程中最關鍵之因素，同時借重陽明山地區獨特地利之便，並配合陽管處進行生態資源整合與環境教育平台推動，以及台北市政府教育局相關生態教育年政策，乃至《環境教育法》之通過與實施，皆有助推進陽明山生態學校環境教育發展之整體進程。本研究分析陽明山生態學校環境教育推動之成果涵括（1）環境教育特色與發展目標確立、（2）校園硬體環境設施改造 、（3）環境教育人員專業知能提升、（4）環境教育課程方案發展以及（5）共築陽明山生態學校環境教育推動系統。
　　各參與者在不同時期採取了不同的環境教育策略，其中重要角色即在於專家學者於歷程中擔任專業諮詢、溝通協調、策略推動、活動教學與教材編撰以及統籌規劃等供給者角色，推行促成陽明山生態學校環境教育推動系統，同時連結陽明山國家公園管理處、台北市教師研習中心及其領導的六所生態學校，透過生態資訊整合及環境教育平台之推廣，引領生態學校實施環境教育課程研發及教師培訓等行動，加上環境教育推廣活動策略規劃等作為，成就陽明山生態學校推動環境教育的具體合作關係與計畫。歷程中在多元教育資源整合及多方單位人員分工合作完成，其充分反映環境教育參與者之功能角色扮演，為《環境教育法》正式實施之後建立環境教育推動之典範模式。

關鍵字

環境教育 ； 陽明山 ； 國家公園 ； 生態學校 ； 角色

並列摘要

Yangmingshan Eco-Schools is the organization collectively promoted by Yangmingshan National Park (YMSNP), Taipei Teachers' In-Service Education Center (TIEC), six schools in the Yangmingshan area, and related experts. From the point of view of environmental education as well as policy and law impetus, this study is aimed at understanding the planning, development, and phase achievements of Yangmingshan Eco-Schools, and discussing the role and function of key participators of environment education. By multiple research methods including compiling related publications, author’s proactive participation and actual observation, in-depth interviews with 11 critical participators from governmental authority, academia, and schools, as well as corroboration of other relevant documentations and triangulation, the study gradually delineated the promotion process of Yangmingshan Eco-Schools and its development of environmental education.
Based on the major events and main program of promotion during development, the study is classified into three phases: planning of the framework, member training, concrete realization, with analysis of critical issues and education involvement in each phase. Both combination of multi-channel education resources and teamwork contributed by people from various departments reflect completely the role and function of the participators of environmental education. In addition, the unique positional advantages of the Yangmingshan area, YMSNP’s push to the platform of environmental education and integration of eco-resources, policy about “Year of eco-education” of Department of Education, Taipei City Government, and even the “Environmental Education Act” adopted, all facilitated the overall progression of Yangmingshan Eco-Schools environmental education.
To boost environmental education in Yangmingshan Eco-Schools, each group of participators adopted different strategies. One of the important measures is that professionals, playing a role of suppliers, served as consultants, communicators, policy advocators, activity teachers, teaching material editors, and total planner. At the same time, connection of YMSNP with TIEC and its six partner eco-schools to take steps to develop environmental education course and to conduct teacher training, through integration of eco-information and promotion of the environmental education platform. Moreover, the promotion activities and projects of environmental education effectively contributed to shape public consensus between the government and local schools, leading to concrete, mutual cooperation. In summary, according to the case study that brought up related suggestions as references of sustainable development and practice of which the issues of environmental education in the future can be localized and become daily.

並列關鍵字

environmental education ； Yangmingshan ； national park ； eco-schools ； role

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