偏鄉特色遊學的環境教育意涵與地方感形塑

Abstract

「特色遊學」計畫是因應迫於眉睫的少子化問題，由偏鄉學校整合區域性的自然環境、人文歷史與產官學資源，發展出以學校為核心的學習路線與特色遊學課程，重視地方與環境對學習的重要性，是協助偏鄉教育發展的重要策略。 本研究以連續參與104及105年度的偏鄉學校特色遊學計畫的學校為研究對象，運用文獻探討、內容分析法與半結構訪談，探討以下三項主題：1. 臺灣偏鄉特色遊學的發展脈絡與教育意涵；2. 偏鄉特色遊學課程的環境教育意涵； 3. 偏鄉特色遊學課程中地方感與環境教育意涵的關聯性。 研究結果如下：目前偏鄉特色遊學的參與夥伴透過跨校策略聯盟與社區資源的投入，建立起融合地方本位教育、在地知識與經驗學習的學習架構。而偏鄉特色遊學的課程利用環境做為發展的元素，從心理情感、個人經驗與地方環境的認知與行動的脈絡中，建立起在地參與者環境價值觀與態度，為偏鄉特色遊學構築地方感的關鍵，這些學習經驗產生對地方正向的意義建構與經驗轉化，形成對地方的認同與依附情感。

The program “Feature Travel-and-Learn in Rural Area” is resulted from low birth rate, which forces rural areas to face the issue of the small school abolishment; through integrating regional natural environment, historic culture, and the resource of industry-government- university, rural and remote schools develop learning paths and feature courses centered on schools, which value how important a place and environment to learning are. Therefore, the program “Feature Travel-and-Learn in Rural Area” is a key strategy to help the development of rural and remote education. The participants of the study are the schools taking part in the program of Feature Travel-and-Learn in rural area during 2015 and 2016 these two academic years, and the study uses literature review, content analysis, and semi-structured interview to discuss these three themes below: 1. The development context and educational meaning of Feature Travel-and-Learn in Rural Area in Taiwan. 2. The meaning of the environmental education in the courses of Feature Travel-and-Learn in Rural Area 3.The relevance between “sense of place” and “environmental education” in the courses of Feature Travel-and-Learn in Rural Area The research conclusion is as below: So far, through integrating cross-school strategic alliances and community resources, the schools which participate in the program “Feature Travel-and-Learn in Rural Area” have built up the learning structure combined with Place-based Education, indigenous knowledge and Experiential Learning The courses of Feature Travel-and-Learn in Rural Area use the environments as an element of courses-developing to build up the local participants’ value of marine environment and attitude in the progress of learning courses through the interaction among action, emotion of personal experience, and local environment cognition. That is, using the environments as an element of courses-developing and the progress of learning courses are the key points of how Feature Travel-and-Learn in Rural Area shapes sense of place is that Therefore, these learning experiences bring out positive meaning construction and experience transformation to a place, and further form the recognition and emotional attachment to a place.