國小教師永續教育專業知能之調查研究-以台北市為例

Investigating the professional competencies of education for sustainability with regards to the taipei elementary teachers

陳惠娟(Chen-huei-chuan)

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(2003年)

摘要

本研究之目的主要在瞭解台北市國小教師永續教育專業知能現況，分析教師永續發展的環境素養及永續教育的教學技能，並探討教師對永續發展的認知與永續教育的研習需求，期望研究實施的結果能對國小永續教育的實施與推展有所助益。為探究相關問題，研究者以台北市國小教師為研究樣本，採分層隨機抽樣，實施「國民小學教師永續教育專業知能之調查研究」問卷調查，以統計軟體SPSS 10.0 for windows 進行資料分析與討論；此外，並透過教師訪談以深入瞭解教師對永續發展的認知與永續教育的研習需求。依據研究目的與問題、研究結果與分析，本研究歸納結論如下：
一、教師之永續教育專業知能已達中上程度，具有正向積極的永續發展環境素養，但須釐清自然資源利用的原則，及加強對環境改變的正向回應能力。在永續教育的教學技能方面，具備課程統整的觀念與能力，但須加強教師結合社區資源，進行戶外學習或社區行動的教學技能。
二、教師個人性別、年齡、學歷、任教職務、任教年資等變項對教師的永續教育專業知能影響不甚顯著，但參與環境教育的經驗及參與相關教育研習對教師永續教育專業知能有較明顯的影響。
三、教師對於永續發展意義與內涵之認知，偏重環境方面的永續發展，較忽略經濟與社會層面的永續發展；教學中常配合教材內容與時事議題，適時融入永續發展的理念，認為社會、自然與生活科技及綜合活動領域，包含最多永續發展的內容與概念，也最適合發揮永續教育。
四、教師希望永續教育研習安排相關內容依序如下：「永續發展」的社會行動訓練、教學策略、課程規劃、相關議題、定義與內涵；教師重視研習的教學實用性，希望研習能安排教學策略及社會行動訓練的演練示範或參觀活動。

關鍵字

永續教育、專業知能

並列摘要

ABSTRACT
The main purposes of this study are to explore the Taipei elementary teachers’ professional competencies, environmental literacy as well as teaching techniques of education for sustainability. The other focus of this research is to inquire into the teachers’ cognition of sustainable development and their needs of workshop of education for sustainability. The result of the research would be useful for the implementation and promotion of elementary school education for sustainability.
In order to investigate teachers’ understanding of, attitudes toward, and skills to education for sustainability, teachers from Taipei City elementary school were chosen as the sample of study. A survey with random sampling was conducted to carry out the questionnaire of “the professional competencies of education for sustainability” and data were analyzed by the statistic software “SPSS 10.0 for window”. Through interviewing teachers, in addition, this research tried to understand teachers’ cognition to sustainable development and their needs of education for sustainability workshop. The findings of the research are as following:
1.The teachers’ professional competencies of education for sustainability have attained the level of above average, which shows they have positive environmental literacy of sustainable development; however, their understanding of the principles of natural resources conservation should be improved. Besides, strengthening their abilities of responding to environment change is necessary. Regarding the teaching techniques in education for sustainability, teachers should not only have the concept and ability of curriculum integration, but also combine all available resources from communities to implement field trips and/or community actions.
2.Regarding the teachers’ competency of education for sustainability, it is not obviously influenced by the factors of teachers’ genders, ages, academic backgrounds, positions and years of teaching. However, it is obviously related to the factors of their experiences of teaching environmental education and attending workshops of education for sustainability.
3.According to the result, teachers emphasized more on sustainable development in the aspect of environment, while focused less on the aspects of economy & society. They could infuse the concept of the sustainable development and related issues into their teaching materials.
4.The teachers suggest that the workshops of the education for sustainability should cover the topics: contents and definitions, social actions, teaching strategies, curriculum arrangement, and related issues of education for sustainability. They also stress the practicalities of workshops and express their interests in field trips of teaching implementation and community actions for education for sustainability.

參考文獻

饒見維（民85）。教師專業發展理論與實務。台北：五南。

李永展、陳錦賜（民90）。永續發展的反思。建築與規劃學報，2（1），43-57。

蕭新煌（民88）。台灣環境意識與價值研究。調查研究計畫簡介，7，79-82。

黃愈娟（民92）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。國立台灣師範大學環境教育研究所，碩士論文。（未出版）

潘瓊如（民91）。大學校院環境教育相關教師之環境教育專業知能及其影響因素。國立台灣師範大學衛生教育研究所，碩士論文。（未出版）