資訊科技融入國小環境教育課程之教學歷程研究

邱鴻麟(Houng-Ling Chiou)

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

本研究主要目的在運用參與式行動研究探討國小教師運用資訊科技融入環境教育的內涵與教學方法的影響。針對國民小學師生，自行研發水資源環境教育主題相關之【生水課程】，並藉由實際互動教學、深度訪談、文件蒐集等方法，探討資訊科技融入國小環境教育內涵之教學歷程及模式。本研究在資訊科技融入國小環境教育課程之教學歷程可以分為：環境教育參與期、課程問題形成期、課程發展實施期、課程檢討修正期與課程教學創新期等五大階段。
本研究分析【生水課程】教學活動發展，影響資訊科技融入國小環境教育課程的互動因子廣泛涵括：學校環境教育供給者、學校環境教育中介者、學校環境教育接受者、環境問題的發現、環境議題的擬定、課程目標的確定、課程設計的編寫、電子設備的需求、資訊素養的考量、教學活動的發展、教學環境的設計、教學效果的評估、戶外教學的結合、教學素材的準備、班級教學資訊系統等十五個因子。研究之結果可作為資訊科技融入國小環境教育課程發展歷程的參考，並減少環境教育者在進行相關教學歷程嘗試與摸索的時間。

關鍵字

環境教育 ； 資訊科技 ； 水資源

並列摘要

The study aimed at researching the intension and factors to teaching method when elementary school teachers infuse information technology into environmental education through participatory action research. The researcher designed water resource curriculums－Shen-shui and did interaction、interviews and data collection to explore the teaching procedure that information technology infuse into elementary environmental education. The teaching procedure of this study had five periods: education participating、problems finding、curriculums developing、curriculums revising and creative teaching.
As to analysis of Shen-shui curriculums, what follows are major findings about fifteen influence factors : elementary environmental education giver、elementary environmental education medium、elementary environmental education acceptor、finding environmental problems、framing environmental issues、ascertaining curriculum objectives、designing curriculum、demands for electrical equipment、considering teaching information literacy、developing teaching activities、designing teaching environment、assessing teaching effects、integrating field trips、preparing teaching materials and teaching information system of class. All the study and findings explore the complex procedure of infusing information into environmental education, which can be the reference for all environmental education teachers.

並列關鍵字

environmental education ； information technology ； water resources