從學校樹木保育行動探索環境教育之展開、實踐與省思：以桃園市內柵國小為例

教育對於人類生活極為重要，而將環境行動經驗融入於國民小學教育場域，一直是推動學校環境教育的重要目標。教育工作者企盼環境教育能讓學生具有生活化與操作化之真實情境體驗，以利培養學生處理生活周遭問題之解決能力，並透過參與環境行動過程，讓學生型塑應有的價值觀、態度與社會責任。本研究個案係為桃園市大溪區的一所鄉村小學：內柵國小，從2011年起以校園樹木保育行動，開展學校環境教育。本研究係為應用科學實證研究成果之環境友善公民行動，並進一步以民族誌為研究取徑，梳理研究個案之學校環境教育利害關係人，透過其經歷述說、對話、訪談與影音資料，探究該校由樹木保育到環境教育之實踐過程。本研究個案之樹木保育行動，初始於學校領導者與教育人員覺察校園樹木可能造成校安危機，希望解決校內樹木枯枝危木所衍生之安全問題以及改善學校老樹生長的衰敗情形。透過樹木保育專家學者的協助，援引樹木學理專業知識與樹木保育無毒有機技術支援，經由學校人員團隊的長期田野實踐，逐漸讓樹木衰敗現象得到改善。另從2015年起，研究者親身進入研究個案之田野場域，經由四年樹木保育行動具體實踐經驗當中，梳理本研究「人、樹、行動」之民族誌故事脈絡，即以科學為本之實事求是作為、以生態中心觀點的環境倫理典範轉移，以及運用美學調和教育現場多目標扞格衝突。這些皆為研究個案由樹木保育至環境教育實踐過程中之特有文化特質。內柵國小師生走出教室並從校園環境樹木衰敗真實情境中，透過實用主義觀點，採取樹木根系棲地改善與正確樹木修剪之在地校園樹木保育作為，冀盼內柵學生將來能成為對環境有責任感的地球公民。

關鍵字

環境行動；環境教育；樹木保育；民族誌；實用主義

並列摘要

Education is very important to human’s life. It is important to assimilate environmental action experiences into the elementary school. Educators are looking forward to the content of teaching activities toward their lives and deep experiences, so as to cultivate students' capabilities to deal with the problems around them, to enable students to participate in environmental actions and cultivate students' values, attitudes and social responsibility. The case of this study is a rural elementary school located at the Daxi District of Taoyuan City: the Nei-Zha Elementary School(NZES). The study is from school tree conservation action to environmental education since 2011. This pro-environmental action based on scientific empirical research. This study approach on Ethnography and through the interviews, experience and audio-visual materials. The school tree conservation in this case was initiated by school leaders and educators who were aware of the campus trees causing a school security crisis. They hoped to solve the security problems caused by the dangerous trees in the school and to improve the decline of the old trees. Through the assistance of tree conservation experts and scholars, from the tree theory and conservation technical support, through the long-term practice and reflection of the school team, the tree decline phenomenon is improved day by day. On the other hand, from 2015, the researcher personally entered the field of research cases.Through the four-year tree conservation action specific practical experience, combing the ethnographic story of the study of "people, trees, actions", that is, science-based action, shifting from the environmental ethics paradigm of the ecological center point of view, and arranging the multi-objective conflicts in the education field with aesthetics. The teachers and students of NZES walked out the classroom and into the real situation about school trees’ decline phenomenon.The students of NZES has became responsible citizens of the future through the practice of pragmatism view of the campus tree conservation.