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題名 | 國民小學環境教育概念研究:環境責任=A Research on Environmental Education Concepts for Elementary Schools--Environmental Responsibility |
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作者 | 郭金水; 賈立人; 楊慧琪; 丘立崗; | 書刊名 | 臺北師院學報 |
卷期 | 10 1997.06[民86.06] |
頁次 | 頁177-214 |
分類號 | 528.33 |
關鍵詞 | 國民小學; 環境教育; |
語文 | 中文(Chinese) |
中文摘要 | 本研究係根據周昌弘教授等研訂的「我國環境教育概念綱領草案」第六綱領:「環 境是每一個人共有的、保護環境人人有責。」的構想,試從當前環境思想的分析,研擬適合 國民小學各年級實施環境教育的環境責任概念,以為課程編製、教學活動的基礎。 本研究先從環境責任倫理思想及其相關的環境教育課程研究的探討,利用群體評估方式的層 級分析法建構概念模型及環境責任概念體系。 其次,從環境責任概念體系及研究問題設計問卷,經由專家學者審查及國小教師預測,確定 測驗之信度後,完成問卷。最後,依分層比例抽樣法,從臺灣省、臺北市、高雄市隨機抽出 43、8、4所學校,每校推選2-31名教師填答問卷,計有效樣本1401份進行統計 分析。 就分析結果顯示:國小教師對於環境責任四種層級概念(計52概念項目),不論在同意程 度或適用年級上,皆呈現相當一致的看法。超過92%的國小教師認同各垂直與平行層級的 概念內涵,以及同意應適用於不同年級來實施。其中,有44個概念項目被認為適用於高年 級,僅有8個概念項目適用於低年級之教學,而適用於中年級或不適合者則無,呈現兩極化 的現象。此反映國小教師對本研究所擬之環境責任概念認為大部分難度較高,部分則應儘早 在低年級實施為宜的看法。而此種看法,經單因子變異數分析的結果顯示,有學校大小規模 (城鄉別)及男女教師性別上的差異性。 此外就環境教育實施困難因素而言,在行政面上的支持較無問題,但在經費、教材、設備、 能力,以及獎勵措施、進修機會等主客觀方面則是較屬困難的因素。 本研究完成之國小「環境責任概念」,因為有概念層級性,在環境概念學習上,易於讓學童 聯貫類化,獲得有系統的環境責任知識;同時可以利用概念項目的陳述型態(定義、事實、 爭論、意見)等,按其學習水準,透過價值澄清法或問題解決教學活動過程,達到增進環境 認識、改變環境態度、提升環境責任行動之參與此等環境教育的目標。 |
英文摘要 | By analyzing the environmental views nowadays, this research seeks to draw up environmental responsibility concepts suitable for the environmental education at various grades of elementary schools, so as to form a foundation for both curriculum composition and teaching activities. This research starts with exploring the moral philosophy of environmental responsibility and the curriculum of environmental education, and then by the brainstorming analytic hierachy process it goes on to build up the conceptional models and the system of environmental responsibility concepts. Then upon the system of environmental responsibility concepts, questionnaires are designed for the research. With the questionnaires to complete after their testing, reliability is ascertained by the forecast of both experts and elementary school teachers. Finally, by multi-stage stratified sampling, schools are taken at random: 43 from Taiwan province, 8 from Taipei City, 4 from Kaohsiung City. 2-31 teachers in each school is selected to fill out the questionnaires. A total of 1401 effective samples are put to statistical and analysis. As indicated by the analysis results, on the concepts of four levels for environmental responsibility (fifty-two concepts items in total), elementary school teachers appear rather consistent in their views, whether on the extent of agreement or on the grades applicable. Over 92% of them recognize the significance of concepts of vertical and parallel hierachy, agreeing that different level should be applied as it suits a particular grade. Among the concepts items, 44 are regarded as suitable for higher grades, only 8 for the teaching of lower grades, and none for middle grades or none unsuitable for any grade, showing views poles apart. This reflects that elementary school teachers think our proposed environmental responsibility concepts are hard for the most part, seeing it proper to carry out some earlier at lower grades. And this view, as shown by the results of one-way ANOVA, differs between large and small schools (city and country) and between male and female teachers. Besides, when it comes to factors of difficulty in practicing the environmental education, administrative supports seem less of a problem, but in budget, teaching material, equipment, ability, incentive measures, and opportunities for advanced studies lies some difficulties. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。