台中縣環境教育參與者河川生物環境概念現況分析之研究---以臺灣櫻花鉤吻鮭為例

The study of current situation analysis of Taichung hsien envirunment education participators on the concept of river biotic ---focus on Formosan landlocked salmon

俞錚皞(jeng-hao Yu)

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(1999年)

摘要

本研究依據汪靜明教授於西元1995年所提台灣河川環境教育計畫【PROJECT TREE】之架構理念，探討河川生物環境教育概念發展，並以國寶魚---台灣櫻花鉤吻鮭環境概念為研究主題。在研究實施方式，透過問卷調查方式，探討台中縣環境教育中小學環境教育參與教師，和雪霸國家公園義務解說員之國寶魚環境概念來源，以及瞭解台中縣環境教育中小學環境教育參與教師參加國寶魚生態教材研習的現況，並分析雪霸國家公園義務解說員解說國寶魚經驗之現況，以期能有助於今後國寶魚環境教育之推行，並作為研發相關教材之參考。
本研究結果顯示，台中縣中小學環境教育參與教師（N=28）之國寶魚環境概念，主要來自國寶魚生態教材教法研習、報章雜誌書刊和解說書刊教材，其次是廣播電視電台管道。雪霸國家公園義務解說員（N=52）則主要來自義務解說員訓練活動、解說書刊教材和報章雜誌書刊，其次是調查研究、網際網路、廣播電視電台之管道。目前兩者獲得國寶魚環境概念之學校專門科目和學校通識課程者比例均最低。分析台中縣中小學環境教育參與教師參加國寶魚生態教材教法研習之現況，本研究結果顯示，對於生態保育與環教育概念學習，以及對於環境教育教學推動，有實質幫助。調查結果並指出，台中縣中小學環境教育參與教師在學校推廣「國寶魚生態教材教育」時，可能遭遇困難，主要為「缺乏教材教具」和「缺乏行政支援」兩項，此為普遍性的問題，需相關單位給予協助解決。
由研究結果顯示，《台灣櫻花鉤吻鮭生態教材---國寶魚在家嗎》教學錄影帶，台中縣中小學環境教育參與教師普遍滿意此研發的教材，並可提供學校環境教育鄉土教材之推廣。因此，一個好的生態教學媒體教材，需要專家學者、中小學教師和媒體製作者共同參與和規劃設計。
本研究問卷調查資料顯示，雪霸國家公園義務解說員覺得自己較擅長解說的國寶魚環境概念、面對遊客最常問的國寶魚相關問題，和舉辦相關研習活時最想學習的課程，皆有相同之選項（即資源價值、人文社經衝擊、棲地生態、資源保育和生物多樣性保育）。調查結果並指出，義務解說員對於國寶魚環境部分概念仍存有較多認知上不清的存在現象。因此，期望透過專家學者有系統的課程規劃設計與研究國寶魚環境概念之建構，以增加國寶魚環境教育概念正確之知識。
研究中進一步彙整的分析調查結果，綜合歸納相關的課題。玆就行政協調整合、內涵概念建構、環境法令教育、教材教法研發、環境教育訓練等五方面課題，研提可能因應的對策，以作為今後推行國寶魚環境教育的參考。

關鍵字

河川環境教育 ； 環境教育參與者 ； 臺灣櫻花鉤吻鮭

並列摘要

This research is based on the framework of the concept of “Taiwan River Environment Educational Project 【PROJECT TREE】” from professor Wang, Ching-ming in 1995 to investigate the development of educational concept on river biotic by using the fish of national treasure—Formosan landlocked salmon（Oncorhynchus masou formosanus）as example. It is conducted by sending the questionnaire to the participating elementary and middle school teachers of environmental education of Taichung Hsien and volunteer explainers in Shei-Pa National Park on the concept of environment of fish of national treasure. The results of the study provide better understanding on the current situation of material and supplies on the ecology of the fish of national treasure. The data on the experiences of explanations of the fish of national treasure by volunteer explainers in Shei-Pa National Park were also analyzed. The information obtained from this study is expected to help the pursuance of environment education of the fish of national treasure in the future and is to be used as the reference of researching and developing related teaching materials.
The result of this research showed that the environment concepts of the fish of national treasure of the participating teachers (N=28) of environment education of Taichung Hsien elementary and middle schools mainly came from seminars on teaching materials of ecology of the fish of national treasure, journal, and teaching material of explaining publications. The second source of environment concepts of teachers came from broadcast stations or televisions. The environment concepts of volunteer explainers (N=52) mainly came from training activities, teaching materials of explaining publications, newspapers, and magazines. The second source of environment concepts of volunteer explainers came from the reports of investigations and researches, Internet, and broadcast stations or televisions. The environment concepts came from specified courses or general courses in schools were the least for both of teachers and volunteer explainers. This research showed that there is pragmatic help in learning the concepts of ecology reserves and environment educations, promoting the teaching material of environment educations and teaching methods of ecology of the fish of national treasure. This research also pointed out that there may be difficulties encountered by the participating teachers carried out the program of “Education of Ecology of The fish Of National Treasure” in school. The difficulties are mainly “Lack of Teaching Material and Supplies” and “Lack of Administrative support”. These prevailing problems need the assistance from the related institutes.
The result of this research demonstrated that the video tape “Teaching Material of Ecology of Formosan landlocked salmon—Is The Fish Of National Treasure At Home?” is well accepted as the teaching material of research and development by participating teachers. This tape can also be provided as a local teaching material of environment education in schools. Hence, we concluded that a good media teaching material of ecology education needs specialists, scholars, related teachers, and media producer to participate in planning and designing.
The data of this research indicated that the volunteer explainers in Shei-Pa National Park felt most acquainted with explaining the environment concept of the fish of national treasure. They have the same selected items not only when they confronted with tourists most frequently asked questions about the fish of national treasure but also when they choose the courses in related seminar to study. These selected items are resource value, impact of human society and economics, ecology of inhabitation, resource reserve, and reserve of biological variety. The result of this research also shows that there are some concepts of the environments of the fish of national treasure not recognized by volunteer explainers. Hence, it is expected to have systematic planning and design of courses and to construct the concept of studying the environment of the fish of national treasure to enhance the correct knowledge of the concept of environment education of the fish of national treasure.
In this research, we further integrate and analyze the result to deductively synthesize the related subjects. Here are proposed policies to match the five subjects to be the references to promote the environment education of the fish of national treasure. The five subjects are administrative coordination and integration, construction of inner concept, education of environment regulations, research and development of teaching material and teaching method, and training of environment education.

參考文獻

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