大屯溪河川生態保育之環境行動發展歷程之研究

The research about process of developing the environmental actions of ecological protection of Da-tun River

莊棋凱(Chi-Kai Simon Chuang)

指導教授 ： 汪靜明

國立臺灣師範大學/理學院/環境教育研究所/碩士(2001年)

摘要

本研究針對大屯溪河川生態保育之環境行動歷程，採用質性研究方法進行資料蒐集。資料分析則參考汪靜明（1995）社會環境教育參與者角色分類與分析方法，將大屯溪環境行動參與者分為「當地民眾」、「專家學者」、「學校教師」、「傳播媒體」、「保育團體」及「政府機關」等六類參與者職群，並採用「供給者」、「中介者」及「接受者」理論進行環境行動角色分析。本研究並將西元1997.08-2002.05期間，大屯溪河川生態保育工作中所發生的114件環境行動，歸納為「教育宣導」、「政治行動」、「法律行動」、「生態研究」、「生態管理」等五種環境行動類型，以實際案例佐證分析，這五類環境行動在大屯溪案例中，所發揮之功能與影響。
本研究從大屯溪環境行動之歷程發現，教育部委託台灣師大環教中心辦理之北區中等學校環境保護小組訪視輔導工作，是專家學者參與大屯溪河川生態保育工作的觸媒，經由專家學者的指導下，大屯溪當地居民與學校教師，開始整合當地的力量，促使大屯溪採取近自然工法進行河川整治。此外，台北縣河川生態保育協會的成立，讓河川社區總體營造及河川環境教育工作在大屯溪活絡了起來。
經本研究分析結果，大屯溪環境行動中目前以「教育宣導」為主，教育宣導活動提供不同參與者面對面溝通的舞台。「政治行動」是為了河川生態保育目的所做之服務工作，大屯溪參與者的政治行動路線，採取非抗爭的柔性訴求為主。「生態研究」在大屯溪發展出以學校教師為主體，利用鄉土調查的方式，進行人文、植被與海岸的小區域生態調查研究工作。「法律行動」的目的，是為了糾舉違法破壞河川生態的團體或個人，未來將朝向建立法律監督機制的方向努力。「生態管理」目前以封溪護魚工作為起點，希望未來透過六類職群參與者與大屯溪七個管理機關的通力合作，讓生態管理能真正落實在大屯溪生態保育工作上。
參與者角色分析部分，當地民眾多數習慣於扮演「接受者」的角色；專家學者多扮演「供給者」與「中介者」角色，積極協助大屯溪爭取援助，短期間內大屯溪對於專家學者的依賴仍深；學校教師在扮演則「中介者」與「接受者」的角色，並在專家學者與保育團體的協助下，積極成長學習，逐漸扮演「供給者」的角色；傳播媒體扮演稱職的「中介者」角色，發揮強大的傳播力以影響決策並監督執行；保育團體在大屯溪則扮演「中介者」的角色，擔任聯絡、整合與協調六類參與職群的媒介，在教育宣導方面已逐漸具有「供給者」之能力；政府機關是資源的「供給者」，行政的「中介者」，以及河川生態保育觀念的「接受者」。
本研究最後統整大屯溪各階段環境行動經驗，歸納出「大屯溪河川整治工程參與及台北縣河川生態保育協會籌設經驗模式」與「大屯溪河川環境教育發展經驗模式」，提供台灣河川生態保育工作的參與夥伴，一個值得參考的實務經驗。

關鍵字

河川生態保育 ； 環境行動 ； 大屯溪 ； 環境教育

並列摘要

This research aimed at the process of developing the environment movements of ecological protection of Da-tun River and collected the information using a character-analysis method. As regards the informational analysis, this research consulted the classification and analysis of social environmental education participants from Wan, Jin-ming(1995) to classify the participants into six professional groups: 1.the local people; 2.the professionals and scholars; 3.the teachers; 4.the media; 5.the protection groups; 6.the government, and did the role analysis of the environmental actions with the theory of “giver”, “medium” and “acceptor”, and, in addition, classified the total 114 environmental actions related to Da-tun River which happened between Aug.1997-May 2002 into five types of environmental actions :1.educational guidance; 2.political movement; 3.legal movement; 4.ecological research; 5.ecological management, and illustrated their individual function and influence with true cases.
This research discovered from the process of developing the environmental actions of Da-tun River that the Ministry of Education once entrusted the Environmental Education Certre of National Taiwan Normal University to visit and conduct the environmental protection teams in high schools of North Taiwan, and that just served as a catalyst to make the professionals and scholars join the performance of environmental protection of Da-tun River. Under the guidance of the professionals and scholars, the local people and teachers began to unite with the local power to push the government into dredging the Da-tun River in a most harmless way. Moreover, the establishment of the Taipei Institute of Rivers’ Ecological Protection also helped the design for riverside communities and the work for environmental education become more and more active.
This research shows the chief among the environmental actions of the Da-tun River is the “educational guidance” at present, which offers the participants a new stage to communicate face to face. The “political movement” is actually a service to support the ecological protection, so the participants are going on a soft political route, but not a violent one. The main group to develop the “ecological research” around Da-tun River is the teachers, who have been engaging in local investigations to do the researches concerning the people, the plants, and the environment around the costal small areas. The destination of the “legal movement” is to expose and correct the groups and individuals who illegally destroy the river’s environment, and, hopefully, to build a legal supervision system as soon as possible. The “ ecological management” is working on enforcing a blockade around the river to protect the fishes at present, and hope to specially work on the ecological protection through the cooperation between the six professional groups and seven managing institutions in future.
As to the analysis of participants, most of the local people are used to play the role of “acceptor”. The professionals, as well as the scholars, play the roles of “giver” and “medium”. They have been striving for support and help for Da-tun River for long, thus Da-tun River will still need and depend on them deeply in a short time. The teachers play the roles of “medium” and “ acceptor”, and are learning actively to play the “giver” with the help of the professionals and scholars, as well as the ecological protection groups. The media play the role of “medium”. They give full play to their strong and professional communicating power to affect the related policies and to supervise the performance. The protection groups play the role of “medium” for Da-tun River. They play a medium to communicate, coordinate and organize six participants groups. In the respect of educational guidance, they’ve gradually developed the ability to be a “giver”. The government is the “giver” of the related information, the “medium” of administration, as well as the “acceptor” of the concepts of ecological protection.
At the end, this research summed up the experiences of the environmental actions happening in different phases in two patterns: 1.the experiential pattern of participating the dredging engineering of Da-tun River and preparing and arranging the Taipei Institute of Rivers’ Ecological Protection; 2.the experiential pattern of developing environmental education of Da-tun River, to offer a valuable practical experience to all the participants who dedicate to rivers’ ecological protection.

並列關鍵字

river ecological conservation ； environmental actions ； Da-tun River ； environmental education

參考文獻

精湛工程顧問股份有限公司 2000 大屯溪治理規劃報告，台北縣政府 29頁

Rillo, T. J. 1974 Basic guidelines for environmental education. Journal of environmental education 6(1):52-55

引 用 文 獻

中文部分

王文科 1997 教育研究法 增訂五版 五南出版社，台北市 851頁