國中生參與「綠色生活地圖」環境教育課程之學習歷程研究

Abstract

本研究以實驗教學方式，設計並實施一門為期13節課的環境教育課程，以18名七年級學生作為研究對象，並以校園空間作為研究與活動實施場域，目的在於瞭解國中學生在「綠色生活地圖」課程中的參與學習歷程與環境學習成效。主要研究方法是蒐集環境學習問卷與社團回饋問卷等量化資料，以及參與觀察、文件分析、訪談記錄等質性資料，分別針對學生學習歷程、環境學習表現、課程喜好與接受度等項目進行分析討論。

研究發現 ，綠活圖課程的多元活動方式能夠符合不同學生的學習需求，有助於國中學生在各層面環境素養的提升。其中綠色圖示與景點調查活動能夠有效引起學生的學習動機與對校園的關切，並使學生在校園環境問題上的認識與責任感有顯著的進步。此外，透過適當的引導，綠活圖課程能夠與環境改善活動結合，提供學生在環境行動上的學習與經驗。

研究中除了建立一套適合國中學生的校園綠色生活地圖環境教育課程，提供完整的教學過程與學習文件，並且提出以下建議：（一）學校應鼓勵教師透過綠活圖繪製進行環境教學，並透過適當的教學引導與獎勵措施，將繪圖活動與校園或社區的改善行動作結合。（二）教師可依據課程時間與目標選擇適當的教學場域範圍，並透過教師與社區的協同合作，提供更多元的環境學習元素。（三）若能擁有更充足的課程時間，可安排學生實際進行環境改善的行動，使學生在環境行動技能與環境行動經驗上有更完整的表現與學習。In order to understand the students’ learning process and resulting environmental literacy via a “Green Maps” activity, the study adopted the experimental method of teaching a 13-class environmental education curriculum. 18 seventh-graders participated in this study. The study and curriculum exercises were focused on and conducted within the school. The researcher collected quantitative data from environmental learning as well as feedback questionnaires after events. Qualitative data included participant observation, document analysis and interview records, analysis of students' learning process, performance, and their preferences and acceptance of the curriculum.

Research found that the multi-variant learning activities in the green maps curriculum can meet students’ differing learning requirements and contribute to promoting their environment literacy. "Green icon" learning and environment survey activity can stimulate students’ motivation to learn and foster concern about the school, promoting their knowledge and responsibility within the school environment. In addition, the green maps curriculum can be linked to environmental improvement activities providing students opportunities for environmental action and experience through suitable guidance.

A green maps environment education curriculum for junior high school students based on in-school environmental assessment was presented in this study, providing a complete design for the teaching process and associated learning documents. The researcher also raised suggestions as follows: (1) School authorities should encourage teachers presenting the environment education to utilize "green maps drawing", and link it with school or community improvement activity through suitable teaching guidance and reward measures. (2) Teachers should choose a suitable venue based on the curriculum schedule and content, providing more multi-environment learning opportunities by cooperating with other teachers or community resources. (3) Additional environmental improvement activities could be included in the curriculum if time permits, such that students may have a more complete acquisition of environment action skills combined with direct experience.