環境教育議題融入技職高中地理課程之發展與教學成效研究

Fusing Environmental Education Issues into the Geography Curricula of Vocational High School Education

本研究旨在發展十二年國教環境教育議題融入技高地理課程與教學研究。由技高地理學習內容發展五個環境概念、議題融入式課程，以不等的前測—後測控制組設計，針對台中高工共十個班級，其中五個班為實驗組，另五個班為對照組，每班實驗組各進行一個實驗課程名稱分別是「農地種工廠」、「來去山上住一晚」、「馬丘比丘的美麗與哀愁」、「都市舒適底下的真相」、「森林大火背後的秘密」等。教學前進行前測，教學後進行後測。邀請協同教學者進行教學觀察、並於課後參與訪談，同時也訪談課堂中比較用心的同學。以綜合探討所設計之五個課程內容是否適當，及其教學成效是否符合十二年國教環境教育的教學目標。
課程教學成效，實驗組在參與課程之後，環境知識、態度、行為均達顯著成效。環境知識於四個課程達極顯著提升；環境態度有一個課程達極顯著提升，三個課程達非常顯著提升；環境行為有三個課程達極顯著提升，二個課程達非常顯著提升。另外本研究透過角色扮演進行議題討論，能激發學生提出多元觀點，有效提升學生的視野及環境問題解決能力。
課程修正的部分，建議增加課程時數，設計環境行動實踐活動，增進學習的興趣，更深入完整的探討議題，提升環境問題的解決技能及行為，做好課前安排，課堂依學生差異進行指導與教學。

This study aims to fuse environmental education issue into high-tech geography curricula to teach students within twelve-year basic education. Five suitable environmental concepts and issues were selected and fused into geography course subjects and five curricula were developed. The experiment was designed with different groups, with pre- and post-testing. A total of ten classes were conducted for experimental teaching in Taichung Municipal Taichung Industrial Senior High School. Five classes were experimental groups and the other five classes were the control groups. Experimental curricula, named Planting Factories on Farmland, Staying in the Mountains for One Night, The Beauty and Sorrow of Machu Picchu, The Truth under the Comfort of the City, and The Secrets behind the Forest Fires, were used for each experimental group. Two groups of students took pre-tests before teaching and post-tests after teaching. We invited co-teachers to conduct teaching observations, and interviewed the participating teachers. Moreover, the more involved students were interviewed. We comprehensively explored the appropriateness and teaching effectiveness of curricula integrating five environmental issues, determining whether they aligned with the environmental education teaching goals of -year basic education.
In regard to the teaching effectiveness of these five curricula, after the students of the experimental group participated in the curricula, they achieved significant improvement in environmental knowledge, attitudes, and behaviors. As for environmental knowledge, four curricula achieved extremely significant improvements in environmental attitudes, with one curriculum achieving extremely significant improvements, and three of them achieving very significant improvements. For the behavioral aspects, three curricula achieved extremely significant improvements, with two of curricula leading to great improvements. In addition, this research used a role-playing issues discussion model, which stimulates students to put forward multiple points of view. This approach effectively enhances students' vision and environmental problem-solving ability.
When it comes to curricula revision, we recommend increasing the teaching time of curricula, designing environmental action and practice activities to enhance the interest of learning, discussing topics in a more in-depth and complete manner, improving environmental problem-solving skills and behaviors, making arrangements before class, and guiding the classroom activities according to differences of students’backgrounds.