本研究針對九十一年與九十二年教育部補助辦理的環境教育活動計畫,進行內容分析。以環境教育理念〈生態環境保護、安全健康社會、社會正義與世代共享、與環境倫理〉、原則〈整體性原則、終身教育原則、科際整合原則、民主參與原則、解決議題導向原則、均衡原則、伙伴合作原則〉、目標〈環境覺知、環境知識、環境態度、環境技能與環境行動〉與形式為分析的準則,探究教育部所補助的環境教育的理念、內涵和實施的模式。 研究結果發現,教育部所補助辦理的環境教育活動,無論在活動主題或是參與的民眾都具有多樣性的特色。在九十一和九十二年執行的八十三個個案,活動參與的對象,從小學生到社會人士;其活動之主題包含:生態旅遊、生物多樣性、環境保護、瀕臨絕種生物之保育、環境解說、綠建築、廿一世紀議程、永續發展、生活環保、心靈環保、海洋資源保護、濕地保育、原住民文化保存等等主題。 另外,教育部補助的環境教育的活動形式,大致可以分成六大項,分別是:研討會、師資培訓、教育宣導、生態體驗、生活環保、與環境資訊傳播。
The environmental education projects sponsored by Ministry of Education (MOE) were the subject of content analysis in this study. The concepts used for analyzing the contents of the EE projects were EE rationale (environmental conservation, safe and healthy community, social justice and intergenerational justice, and environmental ethics), EE principles (totality, lifelong learning, interdisciplinary, participating, issue oriented, holistic, and partnership), EE goals (awareness, knowledge, attitude, skills, and action), and EE activities. The purpose of this study was to explore the rationale, contents and models of EE projects sponsored by MOE. The result found that the contents and target audiences of the EE projects sponsored by MOE were more diversified. The participants of the 83 projects were from primary school students to general public, and the subjects of the EE projects included eco-tourism, bio-diversity, environmental conservation, extinction, environmental interpretation, green building, Agenda 21, sustainable development, green life, green spirit, ocean conservation, wet land, and aboriginal culture. In addition, the strategies of these projects to implement the EE projects could be classified as following: symposium, teacher training workshop, propaganda, ecological experiencing activities, green life activities, and mass media.
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