以校園生物棲地進行國小低年級環境教育之研究

Study on the Practice of Environmental Education Using Schoolyard Habitats for Lower Grade Elementary School Children

李淑華(Shu-Hwa Li)

指導教授 ： 葉慶龍 ； 顏才博

國立屏東科技大學/農學院/熱帶農業暨國際合作系所/碩士(2011年)

https://doi.org/10.6346/NPUST.2011.00058

摘要

本研究以台東市馬蘭國民小學為研究場域，透過發展與應用校園生物棲地之教學，達到環境教育學習之目的；在教學歷程中運用主題教學模式讓學生認識校園生物棲地，更積極地營造學生的學習場域與機會。旨在探討透過校園實施環境教育之可行性，以及瞭解學生經過主題教學後之學習成效和教學者之專業成長過程。研究過程根據環境教育教學目標，設計實驗課程及編製學習成效問卷，並實施教學前測及後測。量化資料以獨立樣本t檢定、相依樣本t檢定進行統計分析；同時透過訪談、活動觀察記錄、學童之文件資料和教學省思札記等多重方式來蒐集資料，再以質性研究方式分析探討學生之學習表現及對繪本與活動的喜好原因。
研究結果顯示學生在主題教學前及教學後的學習成效有顯著差異，但不因性別不同而在環境學習上有顯著差異；學生最喜歡的繪本是「普利斯奶奶的瓶子屋」，最喜歡的教學活動是「和樹做朋友」。此外亦發現，實驗教學後提昇最多的為「環境知識概念內涵」，而表現最多的為「環境覺知與環境敏感度」；學生喜歡多元化的教學活動，尤其是戶外教學及繪本教學，戶外教學能讓學生更加親近及認識自然環境，繪本教學能在有限的時間及空間內達到教學目的。從校園環境的經驗為起點，在校園環境中進行教與學，不但學生可以從舊經驗中發現問題，進行價值澄清，同時教師也能克服戶外教學的問題，改變傳統教學方式。

關鍵字

環境教育 ； 戶外教學 ； 繪本教學

並列摘要

This study were to evaluate the applicability of schoolyard habitats teaching methodologies to satisfy the needs for lower-grade students’ environmental education, and to understand the process of how students benefited from the environmental education. Theme teaching strategies were used in environmental education to provide more learning circumstances and opportunities for the lower-grade students. Study was conducted at Ma-Lan Elementary School, Taitung City. Experimental curriculum, feedback questionnaire of learning, evaluation tests before and after environmental education courses were carried out for quantitative analyses using independent and paired samples t-tests . Additional qualitative data included interview, observation records, students’ written feeback and the teacher’s teaching diary. The qualitative data were also analyzed to find out students’ performance and their favor storybooks and activities. The results indicated that the students’ understanding on Ecology and learning efficacy were significantly improved after receiving designated courses. Their favorite picture storybook was “Bottle Houses, The Creative World of Grandma Prisbrey” and their favorite learning activity was “Making Friends with Tress.” The results also showed that the most improved part of the learning goals was the concept and the knowledge of the environment, and the students showed environmental awareness and sensitivity the most. In addition, students loved multi-activities, especially outdoor learning and picture storybooks. Outdoor learning enabled the students to experience and learn more about the natural environment. Picture storybooks could achieve teaching goals within limited time and space available. The experiences from schoolyard teaching not only help the students to discover new challenges and clarify their values from old experiences, but also help the teachers to improve their traditional teaching methodologies in order to overcome the difficulties of environmental education.

並列關鍵字

environmental education ； outdoor teaching ； picture storybooks

參考文獻

田育芬、吳忠宏（2010）優良繪本中環境教育內涵之研究:以台中地區幼教老師推薦為例。環境教育研究 8(1)：63-93。

尚憶薇（2007）以戶外教學提升學習動機。師友月刊 12:13-16頁。

張子超（2001）環境教育課程設計 國立台灣師範大學，110-126頁。

黃怡華（2010）「蝶舞知本」戶外環境教育學習成效之研究。國立屏東科技大學熱帶農業暨國際合作系碩士論文，147頁。

蔡世煌（2008）高雄市原生植物園戶外自然教學活動對國小四年級學童科學態度影響之研究。屏東科技大學森林系碩士論文，134頁。