國中家政科環境價值教學模式設計

Models of Integrating Environmental Values with Teaching Home Economics

本研究旨在「發展」將環境價值理念融入於家政科的教學模式，以供進行國民中學家政科環境價值教學模式之準實驗教學研究之用。期能提供家政教師瞭解價值教學之模式，協助家政教師將環境價值教育融入家政教學，使家政教育更能兼顧統整環境價值於生活的教學。研究成果分為三方面：國中家政科環境價值教學模式設計、國中家政科環境價值教學效果探討、及國中家政科環境價值教學效果質性分析。本報告係研究結果的第一部分，著重在建構適合融入家政科的環境價值理念、教學模式及教學活動設計。主要結論有三： (1)環境價值類型參照E. Spranger (1928)的人生之型式六類型價值編製而成，包括審美型、生態型、經濟型、道德型、政治型及宗教型等六價值類型，可用以檢視學生環境價值的取向。(2)「環境荷爾蒙」透過空氣與食物，帶給人類的危害，透過家政科的環境價值教學，從日常生活中的「居家室內的空氣品質」與每天要接觸的「食物之包裝」切入，名符其實的是「寓教育於日常生活」的生活教育。(3)本課程設計採議題分析模式，經由議題導向、議題覺知、議題認知、價值分析、價值澄清及環境行動等階段的教學活動設計，使學生對於有關空氣污染與食品包裝方面具爭議性的問題，能經由聚焦而較深入探究，形成其環境價值觀。

The purpose of this study is to develop teaching models of integrating environmental values into home economics. It is for the use of quasi-experimental teaching research at junior high school level in Taipei, Taiwan. The results of this study are divided into three papers which will be presented at three journals respectively. This was the first paper stressing on three aspects. First was to construct related environmental values appropriate for integrating into teaching home economics. Second was to describe reasons of two themes selected from curriculum of home economics in junior high school level for the development of integrating environmental values into home economics. Third was to present two teaching models for conducting quasi-experimental teaching research in one of Taipei junior high schools. Three conclusions were drawn as follows: (1) The environmental value has been conceptualized into aesthetic value, ecological value, economic value, moralistic value, political value, and religious value on grounds of E. Spranger's types of value. (2)To reside environmental value in daily living is very important. Our environment, especially in interior air pollution and food packing, has been full of the environmental hormone that causes cancer and dysfunction in reproduction of all beings. So two themes, quality of interior air and food packing, were selected for the development of integrating environmental values into home economics. (3) The teaching model of issue analysis might be of great use in conducting learning to develop environmental value. It consists of issue orientation, issue awareness, issue recognition, value analysis, value clarification, and taking actions toward caring environment.