水環境概念融入九年一貫課程教學之研究

Abstract

本研究之目的旨在探討環境教育重大議題融入九年一貫課程的情形，並透過問卷調查一至九年級教師對於水環境教育概念融入領域教學適宜性及年級適宜性的探討。

在研究方法上以文件分析法與問卷調查法為主，針對九年一貫本國語文、社會、自然與生活科技領域教科書一至九年級，進行環境教育議題融入比率的分析，問卷調查以大台北地區國中小學教師435名為研究對象。

本研究結果顯示，環境教育議題在本國語文、社會與自然與生活科技融入比率皆約30％，同時在六大議題中比率屬於最高者。但是環境教育能力指標融入情形非常不平均，本國語文「環境覺知與敏感度」融入最多約58％，自然與生活科技領域以環境行動技能融入最多約48％，社會領域環境價值觀與態度最高達49.4％。在問卷調查方面得到水環境概念在自然與生活科技領域教師認為65個概念全部適宜融入教學，而數學領域則最少為2個。教學年段方面以高年段融入59個概念最多。在不同性別有8個概念、不同學歷背景38個概念、不同任教階段30個概念都有顯著差異。

本研究綜合分析建議，對於六大議題融入九年一貫各領域教學應該更明確規範，融入的領域與比率。並在大學廣開環境教育通識課程，以培養職前教師具有環境教育素養。多為不同領域在職教師舉辦水環教教育相關研習。

The objective of this research was to investigate the integration state of Environmental Education Issues into Grade 1-9 Curriculum. Furthermore, this research was studied via written questionnaires.

This research was accordance with the Grade 1-9 Curriculum textbooks in Mandarin, Social Studies, and Science and Technology categories. And this material was assayed by means of documentary analyses and questionnaire surveys. The questionnaires were conducted in 435 prime and junior high school teachers in Taipei area.

It was shown in the research that the categories of Mandarin, Social Studies, and Science and Technology have the highest integrations of Environmental Education Issues into teaching in 30%. They were the highest in six categories. On the other extreme, the Competence Indicators of Environmental Education were in an unbalance circumstance. Mandarin showed supreme Environmental Awareness in 58%, while Science and Technology and Social Studies revealed 48% and 49.4% in Environmental Skills and Environmental Value and Attitude. In the questionnaire survey, Science and Technology teachers held positive attitude toward the integration of all 65 Water Concepts into their teaching. However, only 2 of the Water Concepts were considered suitable among Mathematic teachers. As to the age, 59 Water Concepts were estimated applicative to 5 and 6 graders. Conspicuous diversities were revealed in distinct gender, education backgrounds, and education stages in 8, 38, and 30 concepts.

To sum up, the researcher suggested the percentage of the Integration of Water Concepts into Grade 1-9 Curriculum should be standardising more specifically. Moreover, it is essential to found more Environmental literacy courses for students in normal college. And the authorities should hold more seminars for teachers to pursue further Environmental literacy as well.