環境教育融入九年一貫課程生活學習領域之行動研究

Action Research on Environmental Education Incorporated into the Life Learning Field of Nine-Years-Joint Curriculum

廖凌欣(Ling-Hsin Liao)

指導教授 ： 張子超

國立臺灣師範大學/理學院/環境教育研究所/碩士(2000年)

摘要

教育部於民國八十七年九月三十日公布「國民教育階段九年一貫課程總綱綱要」，八十八年三月公布「九年一貫課程七大領域的課程綱要草案」，此草案將社會六大重要議題納入課程綱要中，環境教育是其中的一項議題，這也是環境教育初次被納入正規教育的體制中；在這樣的契機下，本研究透過行動研究的方法，與學校教師合作，以協同研究的方式將環境教育融入九年一貫課程的生活領域，以期發展出環境教育融入九年一貫課程的模式。本研究之研究目的如下：
1.探討環境教育融入九年一貫生活課程的發展方法與模式。
2.探討環境教育在九年一貫生活課程的主題式教學歷程與實施成效。
3.探討本課程對學生環境敏感度及覺知、環境知識、環境倫理、環境技能與行動的學習情況。
4.探討家長對統整課程及環境教育課程的意見、老師個人在課程統整專業能力的提升情形及研究者個人的研究心得與收穫。
本研究採取質性研究中的行動研究法，研究者與教師共同研發課程。研究者透過觀察、訪談與文件收集的方式來收集資料。本研究歷程可分為五個研究時期，第一個時期為研究發生期，描述如何發現研究現場、進入研究現場等過程；第二個時期為生活領域課程的討論與規劃時期，描述課程發展的過程；第三個時期為第一階段課程實施，在這階段中發展許多課程與活動，屬於熱情投入與摸索課程時期；第四個時期為課程檢討與修正時期，在這階段課程實施遇到困難與挫折，展開課程的檢討與修正；第五個時期為第二階段課程實施，屬於課程的開花結果。
本研究結論如下：
一、環境教育很適合在九年一貫生活領域進行融入的主題式教學；因為環境教育是生活的教育，環境教育議題經過課程的設計與規劃可以達到九年一貫生活領域課程綱要之分段能力指標。
二、環境教育由於題材生活化，強調親身的體驗與動手操作，可以提升學生的學習興趣與學習動機。
三、環境教育提供一深入學習及問題探究的學習情境與機會，培養學生問題探究與解決問題的能力。
四、環境教育在低年級應著重提升學生的環境覺知與敏感度，及建立學生的環境倫理價值觀。
五、研究中更發現具環境教育敏感度及知識的教師將影響學生學習環境教育課程的效果。
本研究建議如下：
一、低年級生活領域應採用環境教育為融入之議題。
二、建議環境教育融入生活領域可採社會或自然為主題進行統整性教學。
三、建議後續研究，以「社會人文」為主題，設計融入生活領域之課程，以期建立一套完整的環境教育融入九年一貫課程之模式。

關鍵字

環境教育 ； 九年一貫課程 ； 統整課程 ； 行動研究

並列摘要

In September 30th, 1998, the Ministry of Education published "The Nine-Year-Joint curriculum syllabus of Required Education," which was followed by the "Draft of Seven Fields in the Nine-year Joint curriculum syllabus " announced in March 1999. This latter draft incorporates in the syllabus six important social issues and Environmental Education is one of them. This is the first time that Environmental Education is incorporated into the formal education. Moreover, the new curriculum undergoes revolutionary changes. Every teacher is bound to encounter some difficulties or problems. Therefore, this research adopts the method of action research, cooperating with the teachers and incorporating Environmental Education into the life fields of nine-year curriculum in the cooperative research method.
The objectives of this research are as follows:
1. Explore the developmental methods and modes of how EE is incorporated into the life fields of nine-year curriculum.
2. Study the thematic teaching process and effect of the life field of nine-year curriculum.
3. Explore students' environmental sensitivity and awareness, environmental knowledge, environmental ethics, environmental skills and action.
4. Study parents' view on the incorporated syllabus and environmental education, teachers' professional skills in the integrated curriculum and the researcher's own opinions and gains.
This research adopts the action research method. The researcher plans the curriculum with the teachers and participates. The methods of data collection are in the class observation and records, interview, collecting documents regarding students’ learning state, parents participation and reaction to the course, teacher's thoughts on the course. This research can be divided into five stages. The first is research initiative periods, describing the process of how the researcher discovers and gets into the research field. The second is the discussion and planning period of life field course, explaining the developmental process of the curriculum. The third period is the first stage of curriculum implementation, during which a lot of courses and activities are developed. This period belongs to the passionate engagement by trial and error. The fourth period is the review and modification of the curriculum whenever difficulty or frustration occurs. The fifth period is second stage of the curriculum implementation and document analysis.
The conclusions are as follows:
1. Environmental education is very suitable for thematic teaching which is incorporated in the life field of nine-year curriculum because environmental education is the education of life. Issues of environmental education, if undergone through course design and planning, can reach the segmental ability index of life field in the nine-year curriculum.
2. Because of the familiar learning materials of environmental education and its emphasis on personal experiences, students' learning interest and motivation can be boosted.
3. Environmental education provides students with a learning environment and an opportunity for deeper learning and research, developing students' ability to study and resolving the problem.
4. In the lower grades, environmental education should put its emphasis on elevating students' consciousness and sensitivity to their environment, at the same time constructing students' environmental ethics and values.
5. The research discovers that a teacher with high EE sensitivity and knowledge will affect students' learning of EE.
The suggestion is as follows:
1. The life field of low grade should adopt EE as the issue to be incorporated.
2.When incorporated into the life field, EE can adopt thematic units from Social Science or Natural Science to integrate the teaching and learning.
3.Suggestive further research on developing the models of incorporated EE into seven learning fields will be necessary.

並列關鍵字

Environmental Education ； Nine-Years-Joint Curriculum ； Integrated Curriculum ； Action Rerearch

參考文獻

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