學校推動綠能園遊會的內隱矛盾與轉化：活動理論取徑

Inner Contradictions and Transformation of Implementing Green Fair on Campus: An Activity Theory Approach

學校為推動節能減碳教育的重要場域。多數能源教育研究關注於知能、素養或態度的養成，但鮮少揭露具體的實踐經驗。本研究以一所中學校園的綠能園遊會為例，進行長達四年的轉變實驗室，討論轉型的課程與活動。採用活動理論為分析架構，剖析學校實踐綠能園遊會的矛盾與轉化。研究結果提出轉型過程所面臨的爭議、以及困難背後觸及的社會文化層面之四層矛盾。教師將矛盾轉為改變的驅力，透過對話重新定義與再概念化組織目標，發展具節能減碳特色的綠能園遊會。

Schools are the most important places for promoting energy conservation and carbon reduction education. Most studies focus on cultivating cognition, literacy and attitudes of energy conservation education in schools and cites, along with student confidence in its effectiveness. However, there are few studies to explore the ways how students integrate what they have acquired in class into their daily activities on a larger scale and in a contextualized situation. Taking a school fair as an example, this study aimed to identify inner contradictions when the school engaged in transforming from a traditional fair to an innovative green fair. This study adopted the Activity Theory as an analytical frame work to analyze data from a four-year collaborative school-university research project. The results found four layers of contradictions. After several rounds of in-depth discussions and alignment in the change laboratory, the teacher community reconceptualized the objectives of the activity. The school solved these contradictions and organized a green fair with energy saving and carbon reduction.