國民中小學環境教育議題課程史研究

The Curriculum History Research in Environmental Education in the Primary and Junior High Schools

從環境問題的覺知、環境保護的推動，到環境教育的融入，我國中小學環境教育議題的課程發展已行之有年。本研究旨在探討1987 年成立行政院環境保護署後，陸續加強的中小學環境教育，以及學校課程綱要中融入的環境教育議題，其目標、架構及內容的轉變與影響，期望對未來中小學環境教育議題的課程發展，提供參考。
本研究採用歷史研究法、文件分析及訪談法，藉由資料的相互比對與交叉檢正，以瞭解環境教育作為議題課程的脈絡，藉此探討環境教育議題在不同時期的歷史意義與課程內涵。
研究結果發現，環境教育的概念深植在我國行政體系與歷次的課程改革之中。然而，在中小學卻偏重於活動課程的推動，而未能有效的將課綱層級的理念課程，轉化為教師的運作課程。研究建議環境教育議題在中小學的課程推動，首先應重視教師轉化課程的能力，尤其在師資培育階段增設環教議題或議題轉化的課程，並提供充分的在職訓練。其次，應提供學校行政系統性的協助，除已知的各項補助計畫化繁為簡之外，可建立支援學校用以推動環教的資源資料庫，整合各單位、設施場所資訊，以便課程與教學之參考。最後，在中央主管機關應重視中小學基層教育體系，落實環教從小紮根，健全輔導與支援機制。

From awareness of environmental problems, promotion of environmental protection, to integration of environmental education, issue-centered curriculum of environmental education in primary and secondary schools had developed for a long time. The purpose of the study was to explore the environmental education that has been strengthened in the primary and secondary schools and its integration to school curriculum after the establishment of the Environmental Protection Administration, Executive Yuan in 1987. By review what had been done for the curriculum integration of environmental education and to explore the problems. Based on the review of the past, the authors proposed what can be done for the new curriculum reform.
This study adopted historical research method, textual analysis and interviews to explore the development of the historical significance and curriculum connotation of environmental education in different periods.
The study found that the concept of environmental education was deeply embedded in our country’s administrative system and curriculum reforms. However, in primary and secondary schools, the emphasis was on the promotion of activity courses, but fail to transform the syllabus-level ideal curriculum into teacher’s operation curriculum . The study recommended that promote the ability of teachers during the teacher training stage and provide adequate on-the-job training. Secondly, systematic assistance for school administration should be provided. Finally, the governmental authority should pay attention to the basic education system and improve the counseling and support mechanisms.