目前全球暖化問題已造成各地災害不斷發生，研究指出台灣北澇南旱用水極度不均，相對地水資源已成為未來台灣永續發展所需面對課題之一，故水資源環境教育之良窳，攸關國人爾後對水資源運用成效。因此國內推動水環境教育學習，從自然與生活科技領域始於國小三年級。故本研究以嘉義縣大林國小三年級學生實施水資源環境教育，並利用在地資源明華濕地生態區實施戶外教學，再進行學習成效之研究，依「國小學生環境教育學習成就評量問卷」各項測驗得分進行t檢定、相關性及單因子變異性分析、敘述性統計等，分析實施教學後學生對環境知識、環境態度與環境行為之影響是否達顯著差異。本研究之重要結果如下：一、實驗組班級在實施國小水資源環境教學活動之後，在知識、態度與行為量表之後測得分，皆顯著進步，其教學效果顯著。二、實驗組班級在實施國小水資源環境教學活動之後， 在知識、態度與行為量表之後測得分 ，皆顯著高於對照班級，其教學效果顯著。三、參與本課程之學生，其基本背景因素對水資源環境知識、態度及行為有顯著差異。四、在實施國小水資源環境教學活動之後，學生在知識、態度與行為相關性分析，顯示之間有正相關存在。 At present, global warming has caused continual disasters around the world. Researches suggest that due to the specific phenomenon that flood in north and drought in south in Taiwan, comparatively, the use of water resource turns into one of the topics confronted for future sustainable development of Taiwan. Thus the efficiency of water resource environmental education has played an important role in the use of water resource. Therefore, the learning of water environmental education will be started from the field of science and technology of third graders in Taiwan. The purpose of the study aimed to investigate learning effects of water resource environmental education of third graders in Dalin primary school and implemented a field trip in Minghua wetland. A questionnaire of learning achievement of environmental education of primary students was used. Data were analyzed by using t-test, Pearson’s product-moment correlation, and one-way ANOVA to examine the difference of the scores of environmental knowledge, attitude and behavior after teaching. The suggestions of the results are as the following: 1.the scores of environmental knowledge, attitude and behavior would significantly improve after teaching. 2. students’ background would affect the scores. 3.the scores of environmental knowledge, attitude and behavior were significantly correlated with one another.
