應用體驗學習提升低年級學童環境覺知之研究

A Study on Applying Experiential Learning to Promote Lower Grade Elementary School Students’ Environmental Awareness

陳新姬(Hsin-Chi Chen)

指導教授 ： 張月霞

淡江大學/教育學院/課程與教學研究所碩士在職專班/碩士(2017年)

https://doi.org/10.6846/TKU.2017.00571

摘要

本研究以體驗學習為核心，進行提升環境覺知之課程。課程內涵著重在：透過體驗的歷程，培養學童觀察力、欣賞力、關懷力，提升環境覺知。
本研究以質性研究為主，量的研究為輔，以台北市內一所二年級班級學生為研究對象，進行四個單元之教學活動。以校園及社區的自然環境為設計素材，採取五官體驗活動、繪本延伸討論、角色扮演、自然追蹤、社區公園探訪等各項多元的策略。
研究者針對班級中的二年級學生，以感受自然、親近自然、發現自然、體驗自然，為教學內容的四面向，在教學活動中蒐集學生所產出的資料，視教學情境與學生進行晤談，再根據學生的回答和文件資料，分析教學活動對學生環境覺知的影響。經過課程的實施，本研究發現
一、 以體驗學習為核心的課程設計，適合運用在提升學童環境覺知。
二、 結合學生生活環境，從校園到社區自然環境的體驗課程，能引起學生的學習興趣。
三、 感官體驗學習，以多元的教學策略進行，能增加學生探索的樂趣。
四、 低年級環境教育可以融入生活及綜合課程裡，進行跨領域的主題課程。

研究者最後針對本研究綜合各項結果，提出在教師教學、課程設計、未來研究方向等方面的建議以供參考。

關鍵字

環境教育 ； 環境覺知 ； 體驗學習

並列摘要

The main idea of this thesis was experiential learning which launched the courses for improving environmental awareness. The course content focused on the progress of experiencing to raise students’ capability of observation, appreciation, and care.

　　The main research method was qualitative research, and quantitative research was auxiliary research method. The subjects for this research were second-grader students in one of the elementary schools in Taipei City. In this research, there were four different courses which were based on the environment of school and the community. The researcher applied multiple teaching strategies like facial-feature exploring, reading and discussing the picture books, role playing, nature tracking, and visiting the parks in the community.

　　The research was designed for four parts: feeling the nature, being in touch with the nature, discovering the nature, and experiencing the nature. The researcher launched the courses based on these four parts and collected the data from the subjects, even talked with them and recorded how or what they felt. Then, the researcher analyzed the impact on subjects of environmental awareness based on the data. According to the data, the research found that:

1. The course for students to improve environmental awareness by experiential learning was worked.
2. The experiential course combined with the student’s environment from school to community in order to attracts their interests.
3. The students could got more fun from multiple learning strategies in facial-feature exploring.
4. The environmental education for low-graders could merge with life Curriculum and integrative activities for interdisciplinary theme courses.

　　The researcher made some advices in teacher lesson, curriculum design, future research from the research result at last.

並列關鍵字

environmental education ； environmental awareness ； experiential learning

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