研究者於九二一地震後即進駐中寮鄉,協助進行各項重建工作,面對眾多工作團隊與多元之社區重建計畫,對照現實情境中複雜的重建議題,思考著如何在中寮這個情境中,逐漸建立一種與自然和諧共存的價值,重新學習人與環境關係的協調,進而採取與之相容的生活方式,打造一個更符合人性、更永續的綠色家園,是為進行本研究之動機,亦是進行研究行動的起點。 以行動研究理論作為研究方法,經由對現實情境之分析,發展行動假設與設計。認為在外在的生態社區重建行動中,亦應具有內化的作用,影響人的環境價值觀與行為,最終共同建構共生生態的生活情境。而對於情境的分析,發現透過學習而與自然共存為許多社區重建行動共同的訴求,但在眾多行動中卻缺少學校系統這個環節,於是研究者便以小學環境教育行動作為機制的啟動,也以此連結社區中其他行動或組織,並由研究行動的操作中刺激情境變化,延伸出更多於生態有益的社區行動,不斷產生循環。 於是在提出研究假設並依之設計行動方案後,於南中寮選定三所小學進行環境教育行動,以社區環境作為學習領域,並以學校與社區組織、重建計畫產生連結,並再將行動之效應回饋至社區,產生行動之延伸,觀察其運作機制、互動關係及對情境之影響。 而經過行動方案的操作後,檢視操作之經驗,體認出幾項社區重建的議題: 一、以「學習」作為生活實踐的課題 二、自「生態」與「生活」出發的重建機制 三、以學校作為社區行動的連結與發散 並提出後續行動之修正與建議,以作為推動生態策略社區重建時之參考。
The researcher entered and stayed in Chung-liao right after the 921earthquake, and assist in the recovery working. There are many kinds of teams and plans for the recovery working. To reflect on the complicated recovery issues in the reality will help us think how to build the right concept with nature. And learn how to keep the harmonious relationship with environment again. Try to find a life style to live together with nature. Building a more humanistic and sustainable green homeland is the beginning and the goal of this research. To use the theory of action researches analyze the situation in the reality and promote the plans of action. In the process of the recovery working we find something to influence on the concept of environment and behavior. Finally, building a harmonious relationship between human and nature. For the analysis of the situation in the reality says that learning help us find a life style to live together with nature. It is the same goal for many community recovery teams. But many actions lack of the system of school, the researcher began from the education activities of environment in the elementary. To cooperate other actions and organizations stimulate the change enablement in the process of the recovery working and develop more community recovery action for the ecology to recycle. After setting the assume and the action of this research, we choose three elementary schools in the south of Chung-liao to promote the environment education action. The three schools become the center of these recovery organizations connect to all recovery plans in this learning zone of the community. And the action reaction feedback to the community developing more plans of action. Try to observe the system of the operation, relationship, and the effect to the situation. After the process of the action plans, we find some issues of the community recovery from the whole experiences: 1.Learning is the issue of the life experiences. 2.The system of the recovery working begins from the ecology and life. 3.School is the core connecting and dispersing the community action.