教師環境素養知識與態度比較之研究──以十二年國教教師為例

A Comparative Study of Environmental Literacy Knowledge and Attitudes among Teachers: Evidence from 12-Year Basic Education Teachers

近年來氣候變遷、生態破壞與資源耗竭等環境問題日益嚴重，環境教育被視為推動永續發展的重要途徑，教師環境素養更是環境教育能否有效落實之關鍵。本研究以十二年國民基本教育教師為研究對象，探討其環境素養中環境知識與環境態度之表現情形，研究採問卷調查法，模式參考重要績效分析與BCG矩陣分析法的四象限分析法，區分教師環境素養類型。結果顯示，教師整體環境素養表現良好，普遍具備高度環境認知與正向價值取向。在生態破壞與環境危機、資源節約及環境友善行為等議題上認同程度最高。四象限分析結果顯示，多數集中於「成熟區」與「潛力成長區」，呈現環境態度普遍高於環境知識之趨勢。亦有部分議題落於「待加強區」、「認知落差區」則顯示教師雖具備一定環境知識，但在部分永續政策議題上之態度認同仍有提升空間。研究建議，應強化教師永續發展與氣候變遷相關知識研習，並鼓勵學校透過跨領域與體驗式課程，提升環境教育實踐能力。

In recent years, environmental problems such as climate change, ecological degradation, and resource depletion have become increasingly serious. Environmental education is regarded as an essential approach to promoting sustainable development, and teachers’environmental literacy plays a critical role in determining whether environmental education can be effectively implemented. This study targeted teachers in Taiwan’s 12-year basic education system to examine their performance in environmental literacy, focusing on the dimensions of environmental knowledge and environmental attitudes. A questionnaire survey was conducted, and the analytical framework was based on the IPA Analysis and the BCG matrix concept, applying a four-quadrant model to classify types of teachers’environmental literacy. The results indicated that teachers generally demonstrated a high level of environmental literacy, with strong environmental awareness and positive value orientations. The highest levels of agreement were found in issues related to ecological degradation and environmental crises, resource conservation, and environmentally friendly behaviors. The four-quadrant analysis showed that most items were concentrated in the“mature zone”and the“potential growth zone,”revealing a general tendency for environmental attitudes to be higher than environmental knowledge. Some issues fell into the“needs improvement zone”and the“cognitive gap zone,”indicating insufficient understanding of sustainability policies among teachers. Based on these findings, this study suggests strengthening professional training related to sustainable development and climate change for teachers, and encouraging schools to enhance the practical implementation of environmental education through interdisciplinary and experiential learning approaches.