中等學校地理科教師發展環境議題融入課程之研究

A Study of the Middle School Geography Teachers' Development of Environmental Issues Integrating into Curriculum

林大正(Lin Ta-Cheng)

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(2021年)

https://doi.org/10.6345/NTNU202100977

摘要

教育部於 2014 年公告《十二年國民基本教育課程綱要總綱》並於 2019 年 正式實施。除了公布各領域核心素養、課程架構與規劃之外，各領域也有其學 習重點與目標。另外也公布十九項融入議題與其實質內涵，其中環境教育作為 四大重要議題之一，有中等學校地理科教師便藉由環境議題融入課程，來傳達 環境教育的理念與目標。
本研究訪談五位選擇環境議題作為議題融入教學的中等學校地理科教師，嘗試瞭解其進行環境議題融入課程設計與教學的原因，並進一步探究其在進行課程設計與教學時的實務經驗、遭遇問題與對策，以及環境議題融入課程能為中等學校地理科教師帶來的改變。
本研究得出以下結論:環境議題本身就容易和地理科的核心素養、學習目標進行連結，適合以地理科的知識內容為基礎進行環境議題融入課程。課程的知識範疇多來自學校周遭、教師經驗和學生生活，而教師在課程設計時會依序按照確定教學單元、確定課程目標、教材分析、知識情意技能分析、教學活動安排、教學評量擬定進行課程設計。然而，教師在進行課程設計時需要考慮議題特性、學生行為表現、教學內容與節奏的調整，以及需要在教學時作為引導、示範者與支持者的角色。而教師會因為環境議題融入課程的執行增進自我信念與教學知能，並且能促進學校中環境教育與科際整合的推展，以及讓教師與學校行政組織合作更加緊密。

關鍵字

十二年國民基本教育 ； 環境議題融入課程 ； 議題融入教學

並列摘要

Since 2014, the Ministry of Education has published the "Overall Outline of the 12- year Compulsory Education Curriculum Outline" and officially implemented in 2019. In addition to announcing the core literacy, curriculum structure and planning of each learning field, each learning field also has its own learning focus and goals. Also, 19 integration issues and their substantive connotations were announced, and environmental education is one of the four important issues. Some middle school geography teachers integrate environmental issues into the curriculum to convey the ideas and goals of environmental education.
This research interviewed five middle school geography teachers who chose environmental issues as the subject to integrate into teaching, trying to understand their reasons for integrating environmental issues into curriculum design and teaching, and further explored their practical experience and problems encountered in curriculum design and teaching. And countermeasures, as well as the changes that the integration of environmental issues into the curriculum can bring to secondary school geography teachers.
This study draws the following conclusions: Environmental issues are easily connected with the core literacy and learning goals of geography, and it is suitable to integrate environmental issues into courses based on the knowledge content of geography. The knowledge of the course comes from the surroundings of the school, teacher experience and student life. When designing a course, teachers will follow the order of determining teaching units, determining course goals, textbook analysis, analysis of knowledge and skills, arrangement of teaching activities, and drafting of teaching assessments. However, teachers need to consider the characteristics of issues, student behavior during the class, adjustment of teaching content and rhythm, and the role of guide, demonstrator and supporter while teaching. And teachers will enhance their self- belief and teaching knowledge, promoting the promotion of environmental education and interdisciplinary integration in schools, and make teachers and school administrative organizations work more closely by carry on environmental issues infused curriculum.

並列關鍵字

12-year compulsory education ； environmental issues integrated curriculum ； issues integrated curriculum

參考文獻

王英明、李銘義(2018)。關懷在地河川落實環境教育之課程實踐。臺灣教育評 論月刊，7(10)，85-92。

王雅婷(2012)。討論教學法對永續發展概念融入國中地理課程學習成效之研 究。國立台灣師範大學環境教育研究所碩士論文(未出版)。

王雯郁(2017)。從九年一貫課程到十二年國民基本教育: 教師專業認同變化。課 程研究，12(2)，37-59。

王薪惠(2016)。社會性科學議題教學介入對大學生環境素養之影響。國立中山 大學教育研究所博士論文(未出版)。

余建志(1997)。國民中學校外教學推行環境教育之行動研究。國立台灣師範大 學環境教育研究所碩士論文(未出版)。