資源回收價值澄清教學效果之研究∼以台北市國中一年級學生為例

唐孝蘭(Xiao-Lan Tang)

指導教授 ： 葉國樑

國立臺灣師範大學/教育學院/衛生教育學系/碩士(2000年)

摘要

本研究之主要目的在於以價值澄清法設計一套關於資源回收的自編教材，探討價值澄清法與傳統教學法之教學效果比較分析，希望能提供一套以價值澄清為導向的資源回收環境教育教學模式，以做為未來九年一貫課程實施推動學校資源回收教育的參考。
本研究共分為三組：即實驗組、對照組、校外對照組。實驗組國一學生接受價值澄清教學介入，對照組及校外對照組國一學生則接受傳統講述法教學。進行教學介入之前一週實施前測，教學介入後於一週內實施後測。
本研究結果歸納如下：
一、近九成的研究對象都有從事資源回收的經驗，其資源回收的知識來源以「電視」的比率最高佔88.7％，其次為「家人」、「師長」。
二、三組後測有╱無意圖者之各信念差異比較：實驗組學生在「態度」上有整體性之顯著差異；對照組在「態度」、「自我效能」、「資源回收認知」、及「環境敏感度」達到整體性之顯著差異；校外對照組則是在「結果評價」及「態度」有整體性之顯著差異。
三、不論是傳統講述教學法或是價值澄清教學法，各組在「結果評價」、「態度」、「自我效能」、「行為意圖」、「資源回收認知」及「環境敏感度」上，後測分數均較前測分數為高，表示此兩種教學方法都有其教學效果。
四、三組所有研究對象資源回收行為意圖的影響情形方面，「結果評價」、「態度」、「自我效能」、「資源回收認知」及「環境敏感度」與行為意圖間均成正相關。外在變項中又以過去一個月內曾配合資源回收工作的學生，對於行為意圖的影響層面較大。
五、以學生上課的參與度、課堂氣氛、學生反應情形來看，價值澄清教學法的教學效果較傳統講述教學為佳，對於上課方式的喜好度，以實驗組學生持正向態度的比率較高。但在教室管理及教學進度控制上，又以傳統講述教學法來得好。
六、價值澄清教學比較能夠激發出學生的思考空間與創造力，傳統講述教學法所帶給學生的刺激則較少，而且使用價值澄清教學對於學生來說，印象較傳統講述教學法來得深刻。

關鍵字

資源回收 ； 價值澄清

並列摘要

The main purpose of this study was to apply values clarification approach to make the teaching models of resources recycling education, and to explore the differences of the effects between values clarification approach and traditional approach.
The sample was selected from students of junior high schools in Taipei. There were three groups: experimental group with values clarification approach, controlled group with traditional approach, controlled group out of school with traditional approach. In order to explore the different teaching effects, the study gave the students two tests before and after teaching intervention in a week.
The main findings of this study were as follows:
1.Almost ninety percents of students had experiences of resources recycling, and 88.7% of their knowledge was from television, and then family, and teachers.
2.Between recycling intenders and non-intenders of all the students: there were significant differences in attitude of experimental group; there were significant differences in attitude, self-efficacy, resources recycling knowledge, environmental sensitivity of controlled group; there were significant differences in evaluation, attitude of controlled group out of school.
3.There were the positively effects in evaluation, attitude, self-efficacy, recycling intention, resources recycling knowledge, environmental sensitivity between values clarification approach and traditional approach.
4.The evaluation, attitude, self-efficacy, resources recycling knowledge, environmental sensitivity of all the students were significantly positively related to the recycling intention. The variables of having recycling experience in a month could effectively predict the recycling intention of students.
5.The teaching model of values clarification was favorable for students, and made better effects on the atmosphere of classes.
6.The teaching model of values clarification could promote better thinking and creativity of students than the traditional one.

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