環境教育特色課程之行動研究——以台北市某國小為例

本研究為研究者運用家鄉生態環境議題融入學校特色課程之跨領域教學，旨在探討國小學校特色課程實施環境教育之課程規劃歷程、實施歷程及教學成效。本研究採行動研究法，研究對象為台北市某國小五年級學生27人，透過二十四堂課進行跨領域教學，研究者擔任教學設計者、教學者，在教學歷程中，將藉由參與觀察、訪談、錄影、文件蒐集、教學日誌等方式蒐集資料，並進行分析與歸納。依據研究目的與結果，研究者歸納出主要研究結論如下：
一、推動環境教育特色課程規劃歷程
課程內容具在地特色，以環境教育為主軸做跨領域教學，運用電子媒材教學及行動載具。
二、推動環境教育特色課程實施歷程
達成環境教育的教學目標，依據學生反應調整教學策略，以分組討論、實地踏查與定向越野加強學生了解學習內容。
三、推動環境教育特色課程教學成效
能增進學生對社區的認同感，對家鄉環境的關心，幫助學生展現環境關懷行動，將環境保護的觀念主動傳達給家人，提升教師的教學信念與教學效能。

This research aimed to explore the curriculum planning and implementation process, and teaching effectiveness involving local ecological environment issues into the interdisciplinary teaching of the school’s featured curriculum. This research adopted the action research method. The research targets were 27 fifth grade elementary students in Taipei City. The interdisciplinary teaching strategy carried out through 24 lessons. The researcher acted as a teaching designer and teacher. In the teaching process, research data were collected through observation, interview, video recording, documents, and teaching logs. These research data were summarized and analyzed. As findings of the research analysis, the researcher concluded the main research results as follows:
1. To promote the planning course of environmental education of characteristic curriculum
The contents of course had local environmental characteristics, interdisciplinary teaching with the main theme of environmental education, were using electronic media and mobile devices for teaching.
2. To promote the implementation process of environmental education of characteristic curriculum
The contents of course achieved the teaching goals of environmental education. The teacher adjusted the teaching strategies based on the responses of students, and these strategies assisted students to deepen their understanding of the learning content through group discussions, field inspections, and orienteering.
3. To promote the effectiveness of environmental education of characteristic curriculum
The students enhanced the sense of community identity, environmental concerns and caring actions within their hometown, actively delivered the environmental protection concepts to their families. The teachers enhanced their belief in environmental education and teaching effectiveness.