物體視角故事的水環境教育應用: 以物體視角敘事產生情感連結以激發環境態度變化

Object View Story: Changing Environmental Attitude by Stimulating Emotional Arousal in Water Education

楊舒涵(Shu-Han Yang)

指導教授 ： 康仕仲

共同指導教授 ： 曾敬梅(Ching-Mei Tseng)

國立臺灣大學/工學院/土木工程學研究所/碩士(2017年)

https://doi.org/10.6342/NTU201701962

摘要

水資源保護是一項環境教育的重要工作。環境態度，包涵環境意識、環境責任感以及環境價值觀三個面向，是造成民眾水資源保護行動意願的因素，也環境教育的重點，其中，與自然環境的情感連結是影響環境態度的重要來源。研究顯示「故事」是一種能夠有效引發情感連結的工具，透過故事造成的觀點取替（perspective-taking），讀者對故事角色的情感能夠被引發。本研究發展與設計一個適合環境教育目標的故事，以提升「對自然的情感連結」為目標，主張以物體的視角來敘說環境議題故事，有別多數故事以人的視角，希望藉此方法帶領讀者站在自然環境物體的觀點上，反觀人類行為。「物體視角故事」的說故事方法，使用擬人化自然物體作為故事主角，以其視角來敘述環境相關議題。本研究建立了物體視角故事的建構三步驟：(1) 物體素材鎖定 (Object Targeting)，(2) 物體角色生成 (Object Character Formation)，以及 (3) 物體經驗建立 (Object’s Experience Building)。繪本有聲書《水寶》為本研究提出的物體視角故事方法的一項實作，內容以水環境議題為中心，並施測於188位高中生，其中95位是讀繪本的實驗組。結果顯示受試者看過《水寶》後的環境態度有顯著的變化，並且，情緒引發程度越高的受試者，其一個月後環境態度態度有較優異得表現。質性訪談結果也顯示出讀者會將自己投射在擬人化的自然物體角色，並對其產生情感連結，因而對故事中探討的環境議題產生更高的興趣以及更深入的反思。

關鍵字

水環境教育 ； 觀點取替 ； 態度 ； 情緒 ； 故事

並列摘要

Water conservation is an important issue in environmental education for all. Environmental attitudes, including environmental awareness, responsibility and values and beliefs, have long been a priority within environmental education due to its crucial role to people’s intentions toward water conservation behaviors. Particularly, emotional connection with natural environment and its impact on pro-environmental attitudes are believed can be aroused through storytelling. Due to the effect of perspective-taking, emotional connection could possibly be aroused by a story character. Thus, we aim to construct a story specifically for environmental education purposes to change environmental attitude by stimulating emotional arousal.
For the purpose to induce readers’ emotional connection toward the “nature”, this study proposes to narrate environmental issues from the view of natural objects, instead of the most-used human view. This reversed approach, indicated as Objective View Story (OVS), is developed to help readers examine human impacts on the environment in the position of nature.  In the story, a personified object is created as the lead character to describe environmental issues from the object’s view. The following three main steps were developed to construct OVS: (1) Object Targeting, (2) Object Character Formation and (3) Object Experience Building. An audio picture book, entitled WaterBob, was created as a practice of OVS specifically for water environmental issues and tested among 188 high school students, with 95 in experimental group reading WaterBob and 93 in the control group. The findings show that WaterBob significantly influenced participants attitude changes in the aspects of environmental awareness and environmental values and beliefs. Besides, higher level of emotion aroused toward WaterBob significantly predicts better performance in their overall environmental attitudes over one month. The corresponding focus group interviews also revealed that readers often projected themselves onto the personified object, produced emotions attachments, and gain more interests in and deeper reflection on the featuring environmental issues.

並列關鍵字

Water Environmental Education ； perspective-taking ； attitude ； emotions ； storytelling ； story book

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