國小綜合活動學習領域實施繪本融入環境教育課程之研究

Integrating Picture Books into Environmental Education for the Learning Area of Integrated Activities in the Elementary Schools

賴嫊蘭(Su-Lan Lai)

指導教授 ： 魏宗明

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2013年)

摘要

本研究旨在探討國小二年級綜合活動學習領域實施繪本融入環境教育課程，由課程規劃至實施，並評量學生對環境教育的認知、情意與技能是否提昇，以及教師在教學中遇到的困境與尋求解決之道。研究者在研究中擔任課程計畫者與實際教學者，研究對象為南投縣某國小二年A班28位學童，實施時間為10週，每週2節課，期間利用學生環境教育認知評量卷、學童作品、學童學習單、繪本教學心靈回饋單、學童的環保小書、教學觀察、課程詳實記錄、省思記錄、家長滿意度調查表等資料進行分析。
本研究的主要發現有下列四點：
一、在課程設計上以學童生活經驗做主體性的教學規畫，並且善用繪本教學技巧引起學童動機，可達到學童在環境教育中認知、情意及技能三方面的課程目標。
二、教學實施歷程上需結合環境教育及繪本教學兩者的功能相輔相成，讓學童得到完整的環境學習知識。
三、實施繪本融入環境教育教學可以讓教師、學童都能得到多方面的環境知識提昇，並且獲得家長的肯定支持。
四、實施教學研究過程中，需要主動尋求家長及社區資源，鼓勵學童實踐環保行動的表現，讓教學更為完善。
最後，並對未來有志從事繪本融入環境教育課程教學的教師及後續研究者提出若干建議。

關鍵字

融入式課程 ； 環境教育 ； 繪本 ； 綜合活動學習領域

並列摘要

The purpose of this paper is to study the application of environment education picture books to integrative activities curriculum at the 2nd grade of elementary school, starting from the whole process of the lesson planning to the classroom implementation all included, and to evaluate if students’ cognitive, affective and skills were enhanced, as well as to explore the difficulties a teacher encountered and solutions to them. The researcher was the lesson planner and the actual classroom instructor at the same time, the sample were twenty-eight 2nd graders of an elementary school in Nantou County, the duration of the experiment was 10 weeks, the instruction was two periods per week (40 minutes per period), and data collecting methods included cognition of environment education, students’ work, worksheets, spiritual feedback sheets of picture books, mini-books made by students, classroom observation, teaching records, teacher’s self-reflection records, and parents’ satisfaction.
There are four major findings in this study.
1.The curriculum design was based on pupils’ daily life experience, employing picture books to evoke students’ motivation, in order to accomplish the goals of promoting students’ cognitive, affective and skills toward environment education.
2.It helped students obtain comprehensive knowledge by integrating picture books teaching into environment education instruction.
3.Employing picture books in environment education raised both the instructor’s and the students’ environment knowledge, and gained much support from the parents.
4.During the implementation of the experiment, parents and communities were asked to be involved and pupils were encouraged to practice the environment education knowledge in their daily life, which made the instruction more comprehensive.
Moreover, this study would like to provide some suggestions to teachers and subsequent researchers of applying picture books in environment education.

並列關鍵字

Integrated Courses ； Integrative Activities Learning Areas ； Picture Books ； Environmental Education

參考文獻

王千倖(2004)。繪本教學在師資培育上的應用---以「班級經營」為例。教育研究集刊，50(1)，205-234。

行政院環境保護署(1999)。環境白皮書。台北：行政院環境保護署。

李坤崇(2009)。九年一貫課程綜合活動學習領域之修訂。教育研究月刊，178，106-118。

徐敏雄(2008)。融入式課程設計的操作策略-以社區大學為例。當代教育研究，16(3)，59-95。

傅林統(1998)。兒童文學的思想與技巧。台北市：富春。