國民小學學校本位教師環境教育專業發展模式初探__以一所山區小學為例

An Elementary School Based Study on Teacher Professional Development Model in Environmental Education: An Example from an Elementary School in Northern Taiwan

黃愈娟

指導教授 ： 周儒

國立臺灣師範大學/理學院/環境教育研究所/碩士(2002年)

摘要

教師是推動環境教育的關鍵，為補充職前教育之不足並且勝任教學工作，教師必須透過各種管道持續的學習，才能夠充實自己的專業智能。近年來教師專業發展的趨勢是以學校本位的方式來進行，此種方式雖然更能切合學校的需要，但也必須克服學校情境中種種複雜的問題才能達成效果。因此研究者希望從一所推動環境教育有成的學校中，探索該校教師環境教育專業發展的規劃與實施策略及其影響因素，以作為往後的參考。
本研究以台灣北部一所山區小學為研究對象，以質化取向的個案研究方法，參與了該校一整個學期的週三進修活動。該校推動週三進修的活動類型有：發展學校本位課程、事務性討論、心得報告、校外人士演講、校外參觀等五類。進修時老師們討論的主題有：課程與教學、校園環境議題、社區環境議題、新聞事件。至於在課程方面方面，該校老師則發展出語文、自然與生活科技、藝術與人文等領域的學校本位課程，以及步道教學、生態校園營造、城鄉交流等統整課程。教師在進修活動中都能彼此肯定鼓勵、樂於分享，也願意表露自我缺點與相互批判，交換經驗、訊息，並且澄清觀念，這些都是源自於該校教師的個人特質與教育觀點、教師間的和諧關係、觀念開明的校長、彈性的行政運作、充分的教學自主、良好的校園與社區環境、純樸的學生、支持學校的家長等特有的文化，才能有如此的成果。然而由於教師認為專業發展的動力主要來自個人的內在需求，現行的專業發展活動無法增進他們所認定教師應具備的專業能力，對於過去的研習活動不滿，以及部分教師有待調整的心態，再加上活動類型受政策限制、行政主導與介入的力量不足、規劃者本身事務的忙碌且缺乏協助者，雖經活動規劃者的努力帶動，仍然出現了出席人數偏低、參與成員固定、關切主管是否出席、提前離席、避免活動時間太長、參與程度不均、告知多於討論、偏離主題、缺乏後續討論等負面現象。
未來專業發展活動規劃者宜先了解學校的文化背景、發展目標以及同仁的興趣需求，透過教師間的互相激勵，以及學校行政方面的協助，營造正向的學校文化，以教學經驗分享和發展符合EIC理念的學校本位課程為研討主題，輔以多種類型的活動，來推動教師環境教育專業發展。教師研習主辦機構也應調整專業發展活動的內容與方式，並且提供學員後續的支援與鼓勵，才能夠延續研習的真實效果。在專業發展活動的內容上，建議減少環境知識的介紹，增多其他環境教育目標的引進，以及研習學員回校之後可以開拓的策略等等，才會有實際的成效。

關鍵字

環境教育 ； 教師專業發展 ； 學校文化

並列摘要

Teachers are a key point to develop environmental education. Teachers proceed to learn throughout every way to supplement preprofessional education and afford the job of teaching. So they advance enough professional intellect. Recently, teachers’ professional development is forward to school-based trend. This way is suitable to the need of school, but teachers must overcome many complicated problems to get effects. The researcher wishes to explore the environmental educational strategies of teachers’ professional development and elements of influence, using as a reference in the future.
The research subject is an elementary school in the mountain of northern Taiwan. The method of the research is a case study of qualitative approach. The researcher participate professional development activities on every Wednesday of the school for the whole semester. The kinds of activities are developing school-based courses, discussing with school’s stuff, reporting what they has learned, speech of after-school people, and after-school visiting. Teachers discuss topics of courses, teaching, campus’s environment, community’s environment and news during advanced activities. Teachers of the school develop school-based courses, including language, nature, living techniques, art, and culture. And they develop cross-discipline courses, including on-site education along eco-trails, the establishment and management of eco-campus, and urban-rural exchange. Teachers would like to encourage, share, express self-defect, criticize, exchange experiences and messages, and clarify concept each other. These derive from special culture, including characters of teachers and educational views, harmonious relationship of teachers, enlightened views of school’s administrator, flexible procedure of administration. Acting enough on their own in teaching, good campus’s and community’s environment, unsophisticated students, and parents supporting school. However, teachers consideration that the motivation of professional development derive from personal inside needs. Recent activities of professional development can’t enhance the in professional abilities they think teachers have to possess. They are not satisfied with past studied activities. Some teachers need to readjust their attitudes. The empowerment of Administration is not enough. The planner is very busy and doesn’t have assistants. Although activities of the planner work hard to lead, negative conditions happened. Participation and assistance from the colleague is few and limited. They do care if directors are absent, leave early, avoid long time of activities, participate differently, diverge topics or don’t proceed to discuss.
The planner of professional developing activities should understand the background of school culture, developing goals of school, and colleagues’ interests. Push ahead with teacher professional development of environmental education through teachers encouraging each other, assistance of school’s administration, teachers sharing teaching experiences, developing studied topics of school-based courses that are suitable for EIC（using the environment as an integrated context for learning）, and many kinds of activities. The major institution of teachers’ studied activities should re-adjust the content and way of professionally developmental activities and offer to help and encourage. So it will continue the effect of studied activities. Regarding professionally developmental activities the researcher suggests to induce introduction of environmental knowledge, add objective of environmental education, and develop strategies for learner after coming back to school. It will be practical effect.

並列關鍵字

Environmental Education ； Teacher professional development ； School Culture

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