臺灣地區教師環保在職研習追蹤評估及課程內容建構分析

An Evaluation of the In-Service Training Program in Environmental Protection and Analysis of the Course Framework for Junior High School Teachers in Taiwan

本研究目的旨在提供未來環境保護相關行政單位或學術單位辦理環境教育在職研習（訓練）之參考，其具體探討之內容包括以下各項：（一）評估環境教育在職研習對教師環境知識、環境態度、環境教學態度及教學應用情形是否有顯著影響；（二）調查教師之環境教學支援需求及障礙因素為何；（三）比較評析國內外教師環境教育在職研習之課程內容，並瞭解現階段切合國內教師需要的環境教育在職研習內容，進而建立課程架構；（四）綜合上述各項探討所得，提供國內各行政及教學單位辦理環境教育在職研習之參考。本研究對象為全台灣地區國中教師共計185名。全部樣本分為兩部份，一組為追蹤組（計97名），該樣本是參加民國七十八年行政院環保署首次委託學術單位辦理有計劃性的環境教育在職研習之教師；另一組為參照組（計88名），本組是隨機抽選與「追蹤組」教師同校的另一名教師為樣本來源。經實施「國中教師環境教育在職研習調查問卷」後，將所得資料進行次數分配，卡方(X2)考驗，及變異數分析(ANOVA)等方法進行統計考驗後，得研究主要結論如下：1.環境教育在職研習，對教師環境知識有顯著影響，尤其在「生態學基礎理念」、「能源問題」及「公害問題」等項目得分明顯較高。在態度方面，一般而言，參加過在職研習的教師（追蹤組）較未曾參加過的教師有更趨正向的態度。女性教師無論是在「一般環境態度」、「環境教學重要性認知」、及「環境教學意願」上皆優於男性教師。追蹤組教師在各環境主題教學應用上皆優於參照組教師，尤其在「環境與健康」、「公害防治」及「廢棄物清理與回收」等內容。至於教學層次則多以「教導基本知識」之知識性灌輸為主。2.追蹤組教師在環境教學上的障礙因素主要來自於「欠缺輔助教材」、「教學設備不足」、「現有課程繁重」及「交通安全問題」之考量；而在參照組方面，從事環境教學的障礙因素主要在於「自己缺乏教師在職研習」、「課本中的環境教材不足」、「欠缺輔助教材」及「缺乏環境教育教師手冊」等。兩組教師的教學資源需求則主要在於「提供戶外教學機會」、「提供視聽媒體教材」及「辦理環境教育教師研習」等三項。3.整體而言，國中教師對環境教育在職訓練（研習）需求高達90％以上，期望的研習模式是上對下的行政模式，並強調分科辦理研習較為恰當。此外，在行政上希望能安排在學期中舉辦約一至二週之研習；至於研習地點則以期望以學術單位的研習中心為最優先考慮場所；鼓勵教師參加研習做法則以「安排精彩課程」為首要；在課程內容需求上，則依次為「公害防治」、「資源利用」、「廢棄物處理與回收」、「環境與健康」、「自然資源保育」等為最重要前五項。

The purpose of this study is to derive some findings from the in- service training on environmental education and to provide administrative offices as well as academic institutions with valuable information for their future training programs. Details deal with four areas as listed below: 1. evaluating the impact of environmental education in-service training on the junior high school teachers with respect to their environmental knowledge, environmental attitude, attitude toward and implementation of environment teaching. 2. investigating what the teaching aids and what the barriers are, 3. analyzing and comparing the training courses offered domestically and in foreign countries, and generating a suitable framework for the present stage, and finally. 4. making suggestions to administrative offices and academic institutions for their future reference. The subjects of this study is aimed at 185 junior high school teachers in Taiwan areas. The subjects are divided into two groups the follow-up group and the referenced group. The follow-up group (97) includes those teachers who attended the environmental education in-service training program held in 1989 by National Taiwan Normal University with support from Environment Protection Administration. The referenced group (88) are the teachers randomly selected from the same schools as that of the follow-up group. A survey is conducted through administering the questionnaire of 'The Environmental Education In-service Training of Junior High School Teachers'. Data collected from the survey are analyzed on their frequency, x2 test and ANOVA. With those statistic information. The conclusion is finally made as follows : 1. Environmental education in-service training has significant impact on the teachers' environmental knowledge, especially on the areas of 'Basic Ecology', 'Energy' and 'Pollution'. With regard to the teachers' attitude, those who had attended the training class (follow-up group) have positive attitude than who had not. Female Teachers are better than male teachers on 'general environmental attitude', 'awareness of the importance of environment teaching' and 'willingness of doing environment teaching'. Teachers in follow-up group is over the referenced group in teaching environment-related topics, among which the topic of 'Environment and Health', 'Pollution Control', and 'Waste Management and Recycle' are frequently noticed. An the basic knowledge teaching is the level focused. 2. Barriers of environment teaching in follow-up group are 'lack of supplementary teaching materials' 'insufficient of teaching equipment'. 'current curriculum being overloaded' and 'transpo- rtation problem'; in reference group; 'short of in-service training'. 'few environment-releated content in textbooks'. 'lack of supplementary teaching materials' and 'lack of teacher's guide on environment education'. However, the two groups have common needs in teaching resources; 'opportunities offered for outdoor education'. 'teaching materials' and 'environmental education in-service training programs. 3. Overviewing the findings, over 90% junior high school teachers express the need of environmental education in-service training, the model can be superordinated. And training program conducted by subject is recognized a better atterative. The teachers also expect the training program held in term and lasting for one to two weeks, And the training center of academic institutes are considered the best places. To encourge attendance offer interesting curriculum is the most important. The first five topic to be included in the training course are 'Polution Control1'. 'Wise Use of Resources'. Waste Management and Recycle'. Environment and Health' and 'Preservation of National Resources'.