以永續校園生態景觀池發展環境教育課程之探討─以台北縣深坑國小為例

Abstract

摘要

教育部推動永續校園計畫，讓綠建築及生態環境在校園中展開，這項轉變讓環境教育在校園中茁壯。其中生態景觀池（生態濕地）更提供了豐富的水與生態之環境學習棲地，讓學校可以進行環境教育教學，生態景觀池的研究也逐漸探討到教學上的使用與環境教育的發揮。流水學習法是環境教育使用的教學策略之一，重視感官經驗，希望讓學生能感同身受去關懷環境。研究者希望學生在經歷流水學習法後能將學習到的原則實際運用到現實生活，而加入經驗學習圈中實際運用的概念。經驗學習圈經常運用於探索教育中，認為學習是透過經驗而來，注重將學習到的原則實際運用到日常生活中。

本研究目的在結合流水學習法、經驗學習圈教學策略發展環境教育課程。本研究採協同行動研究方式進行，以台北縣深坑國小永續校園生態景觀池為場域，與在地教師共同規劃課程，經過專家審核後進行教學，研究對象為教育部攜手計畫學童，以半個學年八次的活動，探討兩學習策略如何運用於環境教育教學。利用教師訪談、學生訪談、教學觀察紀錄、文件資料等方式進行質性資料蒐集與分析。

本研究發現（一）流水學習法與經驗學習圈可運用於環境教育教學上。（二）課程子單元的連貫性、學習者間的互動是兩學習策略中重要影響因素。（三）經過教學後，學習者能具體展現環境教育目標的內涵和能力。

Abstract

Ministry of Education has promoted “Taiwan Sustainable Campus Project” to encourage schools with environmental thinking to put the concepts of green buildings and ecological environment into action. The project creates environmental education in campuses. The eco-pond is one of the many kinds of items applied for the project, and it can create the learning environment of water and ecology for environmental education. The research of eco-ponds also gradually focuses on the teaching of eco-ponds and its effects on environmental education. Flow learning is one of the learning strategies of environmental education. In addition to flow learning, the concept of Experiential Learning Cycle was combined into the teaching and learning.

The purposes of this research are to develop the environmental education curriculum with the subject of an eco-pond which applies the teaching strategies of flowing learning and experiential learning cycle, and to discuss students’ learning on the objectives of environmental education. The research was implemented in Shen-Keng Elementary School with developing environmental education curriculum with the school’s teachers, and applying two different methods, flowing learning and experiential learning cycle, in teaching practice. The objects of the study are the students of “After School Alternative Program”. The students’ learning of the objectives of environmental education through attending the environmental education teaching has been analyzed and discussed.

The conclusions of the research are as following: 1. Both the theories of flowing learning and experiential learning cycle can be combined to design environmental education curriculum. 2. The meaningful links among learning units and the interaction between learners are the important factors of the two learning strategies. 3. The students have achieved the objectives of environmental education after participating in the learning process.