涉入自然的情感：國中自然教師突破負面環境感受之行動研究

環境的破壞或是環境行動的挫折，常使環境公民夭折，本研究採用質性研究方法，分享教師即研究者努力想穿越來自負面環境感受引發的環境行動困境。研究者進入山上國中自然之旅社團帶領學生自然體驗參與觀察遇到挫折，引發負面感受，經撰寫研究日誌、反省札記，參與成長團體之討論會議進行自我反思行動和資料收集；並以三角校正方式提昇研究信效度。研究結果發現：“情感涉入”是承認自己與環境事件有關係，願意對環境議題付出情感甚至是行動的開始，更影響著環境行動的產生。負面環境感受來自負面環境經驗，能引發情感的涉入，但若沒有轉化，仍會限制行動的產生。研究者在書寫、與研究團體討論自己的困境中，表達與轉化了傷心痛苦的負面感受；而伴隨探究歷程中增長的行動知識與技能可以繼續維持內控的態度，降低無力與無奈等負面感受對環境行動的阻礙，兩者都有助於維持一個較內控的信念－相信自己有能力造成環境改變，以產生環境行動。

關鍵字

涉入自然的情感；行動研究；負面環境感受；負責任環境行為模式

並列摘要

Qualitative method and the idea of ”teacher/researcher” are applied to present the barriers, experiences and changes in taking environment actions. We made observations and participating in the design of the curriculum to guide the students familiar icing with Nature. Research data came from participation observation, interviews with students, analysis of documents, and study of fieldnotes, reflective journals and records of the Lab meetings, and the researcher raised the validity and reliability of the study with triangulation. The results indicated that the Construction-Viewing Activity not only distinguished the students' responses from the teachers' expectations, but also urged us to reflect the obstacles to her own environmental actions. In addition, the researcher also clarified the naïve imagination she had previously held that ”protecting Nature is a natural consequence of familiarizing with and liking Nature” as well as the urgent claims to ”change the present situation in which human beings have seriously damaged Nature.” Meanwhile, through the reflective journals and conversation with colleagues, We found where the tender force of change lies: teachers should (be able to) experience the difficulties in taking environmental actions themselves to guide students to construct and to realize the course of environmental education in environmental actions.