近年來環保議題受到高度重視，在環保法令的修訂和加強環保概念的教育政策之下，九年一貫課程綱要也明文規定國民小學要將環境教育融入藝術與人文領域中教學，統整為環境藝術教育。研究者根據二十多年的教學經驗，認為融入與學生生活密切相關的在地文化、環保素材為創作元素，並且讓學生去體驗實作，才能真正落實環境藝術教育，引發本人深入研究的動機。 本研究目的為（一）探討嘉義市國小實施環境藝術教育的現況。（二）探討將環保素材應用於國小環境藝術教育的實作和融入以在地文化為題材的課程對學童的學習成效和影響。（三）探討教師實施國小環境藝術教育之實作課程時，面臨的困境與解決策略。（四）根據研究結果，提出具體改進的建議，提供相關教育單位、機構、學校行政人員及藝術與人文領域教師實施教學之參考依據。 本研究採用文獻分析法和訪談、問卷調查法，並以嘉義市國小為研究範圍及研究案例，了解嘉義市環境藝術教育實施狀況，歸納出九大實施困境；從環境的覺知、美感表現、人際互動關係、學習態度四個面向探討學習的成效；透過行動研究法，藉由研究者親自教學觀察的實際經驗，驗證相關理論，並針對九項困境提出具體有效的解決策略和六項建議。 Environmental protection issues have been gradually emphasized in these years. Influenced by the public’s eco-awareness, related environment regulations and educational policies were revised. Based on Nine-Year Integrated Curriculum, environment education is practiced in the domain of Arts and Humanity as Environmental Art Education. During the twenty-year teaching career at the elementary school, the researcher finds that Environment Art Education makes much sense when students compose a creative work with environmental protection materials which represents local culture features. The realization inspires the researcher to explore further study and discussion. The researcher probes into the following four issues: (1) the practice of Environmental Art Education at elementary schools in Chia-yi City; (2) pupils’ learning effect of the application of the environmental protection materials to creating process and that of local culture features to Environment Art Education; (3) the dilemma teachers encounter and the related solutions to carry out Environment Art Education; (4) the suggestions to educational institutes, school staff, and Arts and Humanity teachers. In order to explore the application of Environmental Art Education at elementary schools in Chia-yi City, literature analysis, questionnaires, and interviews are used in the research. The elementary teachers and students in Chia-yi city are the target samples. The results reveal nine problems, which are discussed in four aspects, including environment awareness, aesthetic perception, interpersonal relationship, and learning attitudes. By action research, the researcher applies teaching experiences and verifies the related theories to provide practical solutions and six suggestions to the nine problems.
