從參與的觀察者角度初探后番子坑生態工法教學園區教育推動歷程及其環境教育參與者角色功能

Abstract

后番子坑生態工法之教育推動，緣起於2003年全國第一屆生態工法博覽會的成功示範，引起政府、學界及在地的肯定及後續發展課題。本研究目的在於瞭解后番子坑生態工法教學園區發展歷程（2002年迄今），有關教育推動議題及參與者角色功能。研究者於三年間（2003.9~2006.5）以參與的觀察者角度，採用質性研究方法，進行環境教育議題相關事件資料蒐集。本研究藉由文件分析、參與觀察與深度訪談關鍵參與者等方式，以園區成立背景資訊、關鍵事件訪談、環境教育議題、園區教育推廣等四大層面進行訪談分析。並依據社會環境教育與學校環境教育參與者角色分類及分析方法，將參與者分為「供給者」、「中介者」、「接受者」之架構進行分析，探討參與者的角色功能及其互動模式。 本研究經由三角檢核分析顯示，生態工法教育專業學者主動提議以水土保持局所屬教學園區經營模式持續發展，而政府採納諮詢意見，是后番子坑生態工法教學園區成立及教育推動的主要助力。教育推動歷程分析顯示，后番子坑生態工法教學園區教育資源涵括人力、場域、經費及資訊等四大類型，其中以人力為主要驅動因素，而環境教育參與者在場域、經費及資訊上，又扮演關鍵影響。 本研究參與者角色分析結果顯示，后番子坑生態工法教學園區教育推動參與者分為「政府機關」、「專家學者」、「當地學校」、「當地民眾」等四類職群，生態工法教育之供給者、中介者及接受者會出現角色轉移及功能調整的現象，其中重要角色在於專家學者在先期歷程中發揮之環境教育統籌規劃、策略研究、專業諮詢及溝通協調功能，而其中關鍵因素在於完全參與的持續功能，而在第二階段發展中，專家學者提供相關環境教育資源，並鼓勵政府支持在地學校及民眾透過種子教師及解說員培訓，形成永續經營之參與機制。This study was to analyze the the role of participants in the environmental education (EE) promotion at the Houfantzkeng Ecotechnology Laering Area (HELA) of Taiwan. The researcher as a observer-as-participant from September 2003 to May 2006, collected and investigated the key issues and participants’ roles contributing to the EE of HELA by qualitative research methology including documentary analysis, observation and in-depth interviews. The participants were grouped as “giver,” “medium,” and “acceptor,” and their functional and interactive roles were identified by triangulation method.

The triangulation analysis showed that the main force for establishment and educational impetus of HELA come from three aspects: (1) the professionals and scholars proposed that the learning area should belong to Soil and Water Conservation Bureau and develop continually; (2) the government adopted the advisory opinions. The analysis of the education promotion process revealed that the educational resources of HELA included manpower, field, treasury and information. The manpower was the promoter for HELA and the environmental education participator was the key factor of influence on field, treasury and information.

According to the role analysis, we classified the participants into four groups: (1) the governmental departments, (2) the professionals and scholars, (3) the local schools and (4) the locals. At the first stage, the phenomenon was occurred that the roles of participants were transferred and their functions were conditioned between the “giver”, “medium” and “acceptor” of ecotechnology education. At the second developing stage, the professional and scholars provided environmental education resources and encouraged the government to support the training activities for seed-teachers and narrators. Finally, the participative mechanism of sustainable administration of HELA was made up. Key word: Houfantzkeng Ecotechnology Learning Area Environmental Education participator