環境價值教學法與傳統教學法在國中學生資源回收行為意圖教學效果之比較∼以桃園縣某國中一年級學生為例

陳錦慧(Jin-Hui Chen)

指導教授 ： 葉國樑

國立臺灣師範大學/教育學院/衛生教育學系在職進修碩士班/碩士(2000年)

摘要

本研究之主要目的在於以環境價值教學法設計一套關於資源回收的自編教材，探討環境價值教學法與傳統教學法之教學效果比較分析，希望能提供一套以環境價值教學為導向的資源回收環境教育教學模式，以做為未來九年一貫課程實施推動學校資源回收教育的參考。本研究共分為兩組：即實驗組及對照組。實驗組國一學生接受環境價值教學法介入，對照組國一學生則接受傳統教學法介入。進行教學介入前一週實施前測，教學介入後一週實施後測。本研究結果歸納如下：一、 研究對象資源回收的知識來源以「學校師長」的比率最高佔92.9%，其次為「電視」、「父母」。二、 兩組後測有╱無意圖者之各信念差異比較：實驗組學生在「態度」、「自我效能」及「資源回收知識」上有整體性之顯著差異；對照組在「態度」、「主觀規範」、「自我效能」及「資源回收知識」達到整體性之顯著差異。三、 不論是傳統教學法或是環境價值教學法，各組在「行為意圖」及「資源回收知識」上，後測分數均較前測分數為高，表示此兩種教學方法都有其教學效果。四、 所有研究對象資源回收行為意圖的影響情形方面，「態度」及「主觀規範」與行為意圖間均成正相關。五、 以學生參與度、課堂氣氛、學生反應方面，環境價值教學法較傳統教學法為佳；但在時間掌控上，又以傳統教學法來得好。 The main purpose of this study was to apply environmental values approach to make the teaching models of resources recycling education, and to explore the differences of the teaching effects between environmental values approach and traditional approach. There were two groups: experimental group with environmental values approach, controlled group with traditional approach. In order to explore the different teaching effects, the study gave the students two tests before and after teaching intervention in a week. The main findings of this study were as follows: 1. Over ninety percent of the students’ knowledge was from teachers,and then television and family. 2. Between recycling intenders and non-intenders of all the students, there were significant differences in attitude, self-efficacy and resources recycling knowledge in the experimental group; there were significant differences in attitude, self-efficacy, subjective norm and resources recycling knowledge in the controlled group. 3. There were the positively effects in behavior intention and resources recycling knowledge between environmental values approach and traditional approach. 4. The attitude and subjective norm of all the students were significantly positively related to the behavior intention. 5. The teaching model of environmental values approach was favorable for students, and made better effects on the atmosphere of classes.

關鍵字

環境價值教學法 ； 資源回收行為意圖

並列摘要

The main purpose of this study was to apply environmental values approach to
make the teaching models of resources recycling education, and to explore the
differences of the teaching effects between environmental values approach and
traditional approach.
There were two groups: experimental group with environmental values approach,
controlled group with traditional approach. In order to explore the different
teaching effects, the study gave the students two tests before and after
teaching intervention in a week.
The main findings of this study were as follows:
1.　 Over ninety percent of the students’ knowledge was from teachers,and
then television and family.
2.　 Between recycling intenders and non-intenders of all the students, there
were significant differences in attitude, self-efficacy and resources
recycling knowledge in the　experimental group; there were significant
differences in　attitude, self-efficacy, subjective norm and resources
recycling knowledge in the controlled group.
3.　 There were the positively effects in behavior intention and resources
recycling knowledge between environmental values approach and traditional
approach.
4.　 The attitude and subjective norm of all the students were significantly
positively related to the behavior intention.
5.　 The teaching model of environmental values approach was favorable for
students, and made better effects on the atmosphere of classes.

參考文獻

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台北市政府環境保護局(民90a)：台北市政府環境保護局年報(87年版)。

台北市政府環境保護局(民90b)：台北市政府環境保護局施政報告(90年3月)。

行政院環境保護署(民78)：國民中學環境教育輔助教材－健康教育教師手冊。

行政院環境保護署(民79)：環保資料彙編第三集－專題演講(一)。