中國小學教科書涵蓋「中國大陸中小學環境教育實施指南」之內容分析

Analysis of Coverage of “Environmental Education Implemental Guidelines of P. R. C. in Primary and Secondary Schools” in China Elementary School Textbooks

本研究以「中小學環境教育實施指南」（以下簡稱「環教指南」）為分析工具，採內容分析及焦點團體討論方式，針對中國福建省某小學各科共 76 冊教科書分析其所涵蓋「環教指南」建議內容之分布情形。研究結果顯示，各科教科書所涵蓋「環教指南」建議之環境教育（以下簡稱「環教」）融入內涵呈現比率權重不一，茲將重要結果顯示如下：一、 有近 4 成直接相關聯到環教，而有近 6 成間接相關內涵需要老師加以延伸、引導，才能落實環教的學習。
二、 融入比例最高的科目是語文，其次為綜合實踐活動、科學及品德與社會，最少的是音樂。三、 融入內涵在三大具體目標的分布上，以「知識與能力」比例最高，其次為「情感、態度與價值觀」，最少的是「過程與方法」。
四、 1－6 年級所涵蓋之環教內涵有隨年級上升而逐漸增多的趨勢。五、 「環教指南」所建議之 72 項內涵，每項皆涵蓋於教科書，但分布權重上有明顯之差異。本研究結果除可瞭解中國某小學採用之教科書環教內容的涵蓋情形外，亦能提供兩岸環教教材研究之參考及對教師教學有所助益。

Based on“The Environmental Education Implemental Guidelines”, we adopted content analysis and focus group to discuss the concept of the guidelines distribution of textbooks in primary schools in Fuijian, China. We concluded the following points:
1. Nearly 40 % of the textbooks’ content clearly related to environmental education, but 60 % of the content should be taught, leaded and extended by teachers.2. Compared to suggested environmental education content, we found that the proportion of subjects was ranked from high to low by Language, Practical Activity, Science, Society of Morality and Music.
3. The three specific objects related to “The Environmental Education Implemental Guidelines” in textbooks are Knowledge and Ability, the Concept of Emotion, Attitude and Value, and Process and Method. Then, the proportion of Knowledge and Ability is the highest, and Process and Method is the lowest part.
4. There is a positive proportion of the increase of students’ age and the items of environmental education.
5. Based on the guidelines, the occurrence of 72 items listed is not equally shown in school textbooks. Therefore, we found that there is a huge gap between textbooks’ content and the items.
The research indicates the coverage of environmental education which was adopted in primary schools’ textbooks in China. We expected the above points which make researchers and teachers realize the penetration and coverage of environmental education in textbooks’ content. Then, it could have positive effects on studies which focus on environmental educational materials in Taiwan and China.