本文採行動研究之規劃、行動、觀察、反省的循環歷程,探討將環境教育課程融入國小低年級生活領域的教學設計與歷程、規劃實施的環境教育課程是否有助於學生達成環境教育目標,以及研究者在課程設計及教學後的專業成長情形。 研究者在教學過程中蒐集問卷、訪談、觀察省思與學生作品等相關資料,透過資料之整理分析與交叉比對,結果發現: 一、依據九年一貫環境教育目標進行課程融入設計,可正確掌握課程方向 二、課程設計以學生為主體可以使學生學習更有成效 三、社區及校園是學生進行環境教育的良好場所 四、學生在環境教育學習上的成效 學生對本課程學習興趣高,在課程實施後,能提升學生的環境覺知與敏銳度,充實學生的環境概念內涵,有助於正向 環境倫理價值觀的建立,也增進了學生的環境行動技能與學生環境的行動經驗。 五、研究者的成長 環境教育課程融入生活領域教學歷程促使研究者在課程設計及戶外教學能力的提升,增進在環境教育的了解與自我 省思的能力,最後透過行動研究過程解決教學上困境,並使教師專業獲得成長。 基於上述研究發現,本研究針對未來教學者及研究提出相關建議。
This research is to adopt the recycling of action research in planning, action,observation,and reflection in order to investigate the environment education programs into lower grade elementary program which also help students achieve environmental education goals,and help researchers’growth in curriculum design and profession after teaching. Researchers collect questionnaires, interviews, observations, reflections,students ’work and other related information in the teaching process to sort out the results showed that: One,we can control the curriculum direction based on the he Grade 1-9 Curriculum of environmental education Second,students can learn more effectively if we design course based on the students’requestment. Third,the community and the campus is a good place for environmental education Fourth,the effectiveness of environmental education If students are interested in this course, it can enhance students' environmental awareness and sensitivity after the implementation; and help build positive environment ethical values. It also enhances students' skills and environmental action experience. Five, the researchers growth Environmental education programs integrate into the life teaching process which can increase researchers ‘ability in the field of curriculum design and outdoor education. Based on the above findings, this study is as a reference for the future teaching suggestions of environmental education programs.