現階段高中教材有關環境教育之內容分析

Content Analysis of Teaching Materials of Environmental Education in Senior High School

蔡瑞麟(Re-Lin Tasy) ； 蔡長添(Charng-Tain Tsay)

《科學教育》 2期 (1991/03) Pp. 59-94

https://doi.org/10.6767/JSE.199103.0059

摘要

本研究使用內容分析法，從教材的分類、一般目標、內容型式、編者建構等五個不同角度，分析現階段高中生物、地科、公民、地理、物理、化學等六科教科書中包含之“環境訊息”的性質與傾向，以明瞭目前高中環境教材的狀況與特徵。玆將本研究的分析結果與主要發現歸納如下：
1．六科總計含環境教材1 9. 35%。其中以地理科含環境教材最多；物理科最少。
2．屬於「資源問題」類目的環境教材最多，「人口問題」、「汙染問題」「保育評估」及「倫理價值」等類的教材都明顯的不足；其中又以「倫理煙賈值」最少。
3．超過半數的環境教材是針對著「知識」的目標，針對「覺醒」目標的教材居次，最無法達到的是「參與」的目標。
4．環境教．的內容有近3/4是「基礎概念」型式，「策略運用」型式的教材佔第二位，「態度」與「技能」型式的教材都偏少。
5．教科書的編者皆傾向於以「科學」為主題來建構教材，僅公民科編者較能述及科學一科技一社會主題間的交互作用。
6．幾乎所有科目的編者在建構教材時都傾向「全球性」教材的呈現，僅地理科中「區域性」與「全球性」教材比例是較接近。
7．六科教材各依其學科領域，傾向於兩種不同類型的環境教材：(l)生物、地科、物理、化學等自然科學課程之教材，都是針對「知識」目標，並以「科學」主題之「基礎概念」的介紹為主。
(2)公民及地理兩科社會課程之教材，雖也都是針對「知識」目標，但均能同時兼顧「覺醒」層次的目標，並且較重視「社會」主題的闡述與環境「態度」的培養。
研究者根據各項研究發現，分別就環境的教學、教材的編纂提出建議以供未來環境教材及研究人員參考。

並列摘要

The main purpose of this study is to investigate the situation and the distinctive features of the environmental teaching materials of the senior high school at the present stage. This study uses the content analysis to analysis the characteristics and the tendency of “environmental massage” that contents in the Biology, Earth science, Civices, Geography, Physics and Chemistry textbools of the senior high school which based on the different piont of views including the categories, environmental education objectives, content types and editor constructive approches. The results found;
(1) Environmental materials in total subjects content 19.35%
(2) The mostly category is the “resource problem” the “poulation problem”, “contamination problem”, “conservation & evaluation” and “ethics” categories are apparent deficiency.
(3) Majority of materials direct to the “knowledge” objective and the “participation” objective is unattainable.
(4) Almost threequarters of materials belong to the “Basic Concepts”, those of the “Approaches” type is lesser, and those of the “Skills” and “Attitudes” are the lest.
(5) The editor of all textbook tend to use the “science” as the major constructional theme, only the editor of Civic textbook canadvert the interface of “science-Technology-society” theme.
(6) All editor of textbook tend to present the “global view” materials. Only the Geography textbook have the approximate between the “local view” and the “global view” materials.
(7) All subjects can be compartmentalize to two different kinds.
(a) science subjects aim to the “knowledge” objective, the “basic cocepts” is major content type , and their editor always use “science” theme as the main presentation.
(b) Social subjects not only aim to “knowledge” but also to the “awareness” objective. They have better “attitudes” content type and present more “social” theme than other subjects.