環境教育課程運用翻轉教學之行動研究以桃園藻礁生態為例

An Action Research on the Use of Flipped Teaching in Environmental Education Courses: Case Study of the Taoyuan Algal Reef Ecosystem

環境保育為人類與環境相處的重要課題，1975年貝爾格勒憲章(Belgrade Charter)載明環境教育的內涵、目標與操作策略，環境教育成為世界公民必備通識，也是國際共負責任。環境價值教育的重要性，從國際重要環境教育相關宣言是深受肯定的，都明顯的以環境價值作為教育核心。實證區以工業環境污染、天然濕地及藻礁生態資源為核心的環境議題，本研究運用翻轉教學與創新教學模式，進行桃園觀音地區在地國小學童的環境教育課程，以行動研究法，編制以環境認知為核心概念的課程，包括歡迎光臨我的家、把愛「藻」回來、紅樹林樂園、哭泣的地球、家鄉環境小尖兵。研究結果發現，研究對象於課程結束後，高度認同環境教育課程，且有助於了解家鄉自然環境現況、工業污染議題、藻礁生態危機等。透過大量使用科技輔具，且直接針對本身的居住環境作探討，明顯提升研究對象的學習興趣，容易學習共鳴，更能產生學習互動，是一般傳統課程難以達到的。課程回饋於創意繪圖、教學活動回饋問卷的呈現，更能顯示研究對象的正向助益。研究結論可供各級學校、環保單位，作為境教育特色課程的參考。

Environmental conservation is a crucial issue for the coexistence of humans and the environment. Belgrade Charter, established in 1975, defines the content, goals, and operational strategies of environmental education. Environmental education has become essential knowledge for global citizens and a shared responsibility of the international community. The importance of environmental value education has been highly affirmed in major international environmental education declarations, which clearly place environmental values at the core of environmental education. The core environmental issues in the study area focus on industrial pollution, natural wetlands, and algal reef ecological resources. This study employs flipped teaching and innovative teaching models to conduct an environmental education course for local elementary school students in the Guanyin District of Taoyuan. Using action research methods, a curriculum centered around environmental cognition was developed, including topics such as ''Welcome to My Home'', ''Cherish and Protect Algal Reefs'', ''Mangrove Paradise'', ''Crying Earth'', and ''Environmental Guardians of Our Hometown''. After the course, the participants highly agreed that this environmental education program helped them understand the current state of their hometown's natural environment, issues of industrial pollution, and the ecological crisis of algal reefs. The extensive use of technological aids and a direct focus on exploring their own living environment significantly enhanced the participants' interest in learning, fostered empathy, and promoted interactive learning- achievements that are difficult to reach in traditional courses. This positive feedback is further evident in creative drawings and responses to teaching activity questionnaires. The study's conclusions can serve as a reference for schools at all levels and environmental protection units in developing specialized environmental education courses.