大學生參與「環境倫理與永續發展」通識課程之學習歷程研究

Abstract

在環境失衡的現代，推動環境教育已是刻不容緩的事。在大專院校，環境教育的推廣有賴於環境教育融入通識課程中方能實施與達到成效。有鑒於此，本研究問題為一：學生於課程進行期間如何與教師、課程這三者進行交流、互動？歷經學期通識課程後是否有所轉變？二、研究對象在學習歷程中的環境倫理和永續發展觀念脈絡為何？

本研究採用質性研究法，針對選修國立臺灣師範大學第99學年度第1學期「環境倫理與永續發展」通識課程的22位學生進行歷時一學期的田野調查，透過文件蒐集、參與觀察法、初步性訪談，研究者最後篩選出11位學生為本研究的研究對象，並於課程結束後進行深度性訪談。經文件蒐集處理、對話記錄轉譯完畢，研究者將所有的資料進行歸納、分析、轉譯與詮釋。

研究發現：「環境倫理與永續發展」通識課程透過實作和體驗，教學會更具有說服力，但仍需要適當的導引；課堂上的實務分享、指定專書閱讀，能提升學習效率；而「模擬聯合國會議」價值澄清課程，能使學生設身處地為他者著想，並瞭解更深層的永續發展觀。透過一學期的引導，除了感同身受，擴大思考的共鳴，學生亦嚮往簡樸生活，重新找回自己與自然間的密切關係，以大自然為師；進而付諸行動，甚至成為影響他人的一份子。

根據研究發現提出研究結論：學生明顯提升對周遭環境變化的關注、對環境危機的意識與覺醒、對當前重大環境議題的瞭解，培養出主動關切環境問題的態度，進而轉變為主動探索、學習環境方面的知識，並在個人生活中實施環保的能力。最後從環境教育本體出發，提出對環境教育相關之通識課程教學者及未來研究之相關建議。

Promoting environmental education is an urgent thing in the modern unbalanced environment. In universities, only by general education for environmental protection can the fulfillment and effect of environmental education be ensured. In view of this, here are the research questions: First, how can students interact with teachers and curriculum during the course? Do they have any change after the general course? Second, what are the context concepts of environmental ethics and sustainable development in their learning process?

This study used qualitative research methods for the 22 students who took the fieldwork for one semester’s general education- “Environmental Ethics and Sustainable Development” in National Taiwan Normal University the first 99 elective school year first semester.

Through collecting the documents, participant observation, and preliminary interviews, researchers will finally select 11 students for the research study and have in-depth interviews at the end of the course. After the file collection process and recording the dialogue translation are completed, researchers summarize, analysis, translate and interpret all the information.

The results found that: Through implementation and experience, the teaching will be more persuasive in the general course- Environmental Ethics and Sustainable Development, but it still requires proper guidance. The sharing practice during the class and reading specified book can improve learning efficiency.The "World Model United Nations Conference" values clarification curriculum, enabling students to put themselves in the shoes of others and understand the deeper concept of sustainable development.

Through the semester guidance, in addition to the resonance of empathy and thinking expanding, students are longing for the simple life which can retrieve the close relationship between themselves and the nature. Students take the Mother Nature as their teacher. What’s more, students put themselves into action for the environment and even become those who influence others.

Conclusion: students improved significantly on the surrounding changed environment, the environmental crisis, and the major environmental issues. Environmental concerns to develop a proactive attitude, and then into active exploration, and learn environment knowledge to protect environmental protection.