學生環境認同之探討－以社區永續發展計畫學校特色課程為例

The Exploration of student's Environmental Identity in the Program of Sustainable Community Development of Taiwan

謝沛妤(Hsieh Pei-Yu)

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(2021年)

https://doi.org/10.6345/NTNU202100196

摘要

環境行動已經是刻不容緩的議題，在瞭解人們環境行動的成因中，越來越多學者提出以環境認同作為探討的新觀點。偏鄉學校特色課程以在地自然資源、地方文史、社區產業作為特點，打造多元創新的課程內容，有助於學生認識在地並發展認同。本研究以參與社區永續發展計畫中國民小學作為研究場域對象，利用質量混合研究針對在校學生與授課教師進行研究資料收集，探討學生在接受特色課程教育後其環境認同內涵為何，並了解課程內容影響學生環境認同可能相關因素。
透過環境認同問卷發現，參與特色課程後的學生展現出高環境認同，且學生認為藉由特色課程對於瞭解自然非常有幫助。在學生回應與教師觀察中發現，學生的環境認同內涵展現出對於自然的親環境態度，與自主環境行動的產生。透過課程學生對於家鄉產業及文化有更深入的認識之外，也產生對於環境的積極正面情感。與環境的互動中學生增進對自我的認知並培養個人能力，從中逐漸發現環境的重要性、引起保護環境的心態，及認識環境與自我之間的連結。
本研究認為影響學生環境認同建構的相關因素包括：合適的學習環境、結合生活情境的課程內容、讓學生發現自己具有改變環境的行動能力及持續的深刻體驗。

本研究發現特色課程對於學生環境認同的建立與發展深具潛力，並建議未來研究者繼續深入探討課程對學生環境認同的影響及改變。

關鍵字

偏鄉學校 ； 特色課程 ； 環境認同

並列摘要

The relationship between environmental identity and people's action has recently drawn the attention of numerous researchers. The featured curriculum is characterized by natural resources, culture, and industry, creating a diversified and innovative content that helps students understand the hometown and develop their identity. This research uses mixed-methods research to explore the connotation of students' environmental identity and the impact after receiving featured curriculum in rural schools.
The results found the students showed high environmental identity after receiving featured curriculum of rural schools. And the students believed that curriculum was very helpful for understanding nature. The connotation of students' environmental identity shows pro-environmental attitude and autonomous environmental actions. Through the course, students have a deeper understanding of the hometown culture and industry, and they also have positive emotions about the environment. In the process of interacting with the environment, students enhance their self-cognition and develop their environmental abilities, discovering the importance of the environment, understanding the connection between the environment and self, and causing them to want to protect the environment day by day.
This research indicates that the factors affecting the construction of students' environmental identity include: suitable learning environment, curriculum content combined with life situations, long-term and continuous experience, and student’s confidence in their ability to change the world.
Featured curriculum has great potential for the establishment and development of students' environmental identity. It is recommended that future researchers continue to explore in depth the impact and changes of the featured curriculum on students' environmental identity.

並列關鍵字

Environmental Identity ； Featured curriculum ； Rural Schools

參考文獻

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