- 學位論文
樂活(LOHAS)教學應用在國小三年級之研究
The Study of Applying LOHAS Teaching on the Third Graders
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摘要
1998年美國社會學者雷．保羅（PaulH. Ray）提出樂活的概念--強調健康與永續，對自己，對每一個人，對地球環境都有很大的益處，在許多疾病威脅和地球面臨暖化的現今，樂活提供了一個具體可行的方案，非常值得推行。國小學童正值行為養成最具成效的階段，如果樂活教育能從國小教育開始紮根，應更有可能成功的內化成為生活的準繩。目前LOHAS研究只有少數著墨於兒童以教學驗證與改變情形作為研究內容，本研究期望了解學生對LOHAS概念接受程度與行為改變程度。 本研究主為調查樂活知能課程教學活動在國小推行是否能改變國小三年級學童樂活三內涵(認知、態度與行為)及了解教學後樂活六構面(永續環境、健康飲食、環保生活、自我啟發、生活樣態、社會責任)的改變情形，本研究根據教育部教學目標，發展出一套樂活教學課程，以學童為對象實施教學、使用李克特量表(Likert scale)問卷進行教學前後測試，將計分結果做成統計分析、並佐以學生心得紀錄及隨機訪談的內容，以結論本研究成效。 進行教學之後，於三內涵中學生表現出的知識與態度有明顯的進步，行為則進步較為不明顯；六構面中「永續環境」、「環保生活」、「社會責任」等三項在實施教學後達到顯著差異，顯示有關環境的教育已落實在學童的生活。 十二節的樂活課程已能讓學童認知樂活的重要，行為的養成則有賴往後持續接觸樂活教育。教學過程中，絕大多數的學童非常融入，表現出對此教材高度的喜好；教學結束後，學童已能開始關心與生活息息相關的樂活知識，並能有效喚起對地球永續議題的關心，顯示樂活教育的推動在本班三年級學童實施成效是正面顯著的。 為求教學的連貫性，建議未來的研究可以以本研究為基礎，將樂活教育往下、往上延伸出適用於國小一至六年級的教材，甚至是國中、高中，為未來能成為一個具備樂活素養的公民打好基礎。
並列摘要
Paul Ray, American sociologist, promoted the concept of Lifestyles of Health and Sustainability (LOHAS) in 1998. LOHAS focuses on the health and continuity benefits to our own individual and environment. The elementary school students are on the mental age of building-up daily life standards. The LOHAS learning activity process may directly affects the group of population in their daily life. It is one of the trustworthy, practical solutions to our environment and individuals, under threat of deadly diseases and the effects of global warming. The limited study of this concept covered the aspect of education of elementary school students to understand their learning response of LOHAS. This study investigates whether LOHAS teaching activities can transform the elementary students (Grade 3) in their daily life. There are two main phases: the knowledge phase and learning result testing phase. The knowledge phase is divided into three elements (perception, attitude, behavior). The learning test result phase is evaluated by six elements (environmental continuality, green life, self-education, lifestyle, social responsibility). Based on the education criteria of Ministry of Education develops the teaching material applied on this study sample, Grade 3 students of elementary school. The questionnaire, adopted Likert scale, compares the learning results before and after the LOHAS sessions. Samples’ learning reviews and interviews also adopted in data gathering process to conclude this study. In result the two (knowledge and attitude) of three elements on the knowledge phase, show the positive relationship with progression, unlike the behavior element. On the learning test result phase, the three elements (environmental continuality, green life, social responsibility) show the significant relationship with the progression the environmental education in daily life. During the consecutive 12 sessions of LOHAS education, the samples demonstrate the significant level of awareness and perception on this topic. The participants are energetic and show strong level of preference on the educational material. After the complete sessions, the participants initiate applying the LOHAS knowledge and have closely looked and follow LOHAS topics on current events. This study concludes the entire LOHAS sessions show the strong relationship the knowledge phase and the learning result test phase. The further studies may enlarge the sample sizes to compare the various responses of LOHAS, such as the other grades of elementary schools, junior and high school students. These future studies help construct the solid knowledge base of the LOHAS citizen in our sociality
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