探討動畫對學童環境概念之影響---以宮崎駿動畫為例

A Research on Environmental Concepts of School Children Affected by Animation ---Taking Hayao Miyazaki's Animations for Example

陳靜琳(Ching-lin Chen)

指導教授 ： 王順美

國立臺灣師範大學/理學院/環境教育研究所/碩士(2006年)

摘要

摘 要

本研究旨在探討宮崎駿動畫中之環境概念，運用宮崎駿動畫設計動畫教學活動和學習單，瞭解學生觀賞動畫後的環境概念及行為，以探討動畫作為環境教育媒介的可行性。研究者以任教班級之五年級學童為研究對象，首先透過孩子採訪家長，了解家長童年印象中的生活環境，與自己目前生活周遭環境的差異與比較。而動畫教學時程為期末放寒假前的一週，以三天時間觀看三部動畫，先播放《龍貓》讓學生能更明確體會及重現家長曾經歷過的生活環境之美，以增加孩子對昔日自然風光的印象；再以《平成狸合戰》這部動畫來詮釋與對照---今日與昔日環境的變遷過程，導因於人類的經濟開發、科技文明發展所致；最後播放《魔法公主》再次強化學生「人與自然之間的互動關係」，再來加深學童理解「經濟開發對自然環境的影響」之環境概念。研究者於每部影片播放之後，即進行影片中相關的環境概念和部分學習單題目之賞析與導讀，然後再發下學習單當作回家功課。
研究者以內容分析法來分析動畫作品中的環境概念及學生學習單的回答內容，提出以的結論：
一、就學習單回答內容的分析結果
家長雖然對現在環境有負面的看法，但接受經濟發展所帶來的便利生活；孩子喜歡自然環境，能瞭解開發活動對生物影響，同情《平成狸合戰》狸子的遭遇；反對大規模開發活動，但支持有限度的開發，希望取得平衡點，也理解生物失去棲地的憤怒；出現校外行動的想法。
二、就日後環境行為觀察結論
學童對自然較為敏銳，關懷落葉堆下的土壤，較願意喝白開水，更樂於拖地、擦地，但仍抵不住遊樂區的誘惑。
最後研究者依據教學過程及結論，對後續以本研究相關主題為研究者提供進一步之建議。

關鍵字：宮崎駿動畫、環境概念、動畫教學、環境教育

關鍵字

宮崎駿動畫 ； 環境概念 ； 動畫教學 ； 環境教育

並列摘要

Abstract

The research aimed to explore the feasibility of using animation as a medium of environmental education. The research took Hayao Miyazaki’s animations for example in animations aided teaching, probed into the environmental concepts in the animations, utilized the animations to design activities and worksheets, and analyzed the environmental concepts and behaviours of students after they watched the animations.

The subjects were the fifth graders in the researcher’s class. Students were first asked to interview their parents in order to know the living environment when their parents were little. The results were then compared to the living environment now. As for animations aided teaching, students watched three animations one week before winter vacation. They watched “My Neighbor Totoro” first to know the beauty of the living environment that their parents once had to deepen the impression of the natural beauty in the past.

They then watched “ Pom Poko” to interpret and compare the environment changes between now and past resulted from economic and technological development. Lastly, students watched “Princess Mononoke” to know more about the relationships between human beings and nature and to strengthen the environmental concept of “the influence of economic development on natural environment.” Each time when students finished watching the animation, the researcher discussed the environmental concepts in the animations with the students and gave them worksheets as homework.

The researcher used content analysis method to analyze the environmental concepts in the animations and students’ answers on their worksheets. The results were summarized below.
1. The analysis of the worksheets
The parents had negative attitude toward the environment now but accepted the convenience that economic development brought. The students liked natural environment, understood the impacts that development had on living creatures, and sympathized with Raccoon-dogs in the “ Pom Poko”. They were against large-scale development activities but supported limited development; they hoped to balance the pros and cons of the development and understood the anger of the living creatures that lost their habitats. Some students participated community environmental activites.

2. The observations of environmental behavior afterward
The students were more sensitive to nature; they cared about the soil beneath the litter. They were more willing to drink water and to mop the floor. Meanwhile, they still cannot resist the temptations to go to the recreation areas.
Finally, the researcher provided recommendations to further study according to the teaching process and conclusion.

Keywords： Hayao Miyazaki’s animation 、 environmental concept、
animations aided teaching 、 environmental education

並列關鍵字

Hayao Miyazaki’s animation ； environmental concept ； animations aided teaching ； environmental education

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