環境教育實施之良窳，攸關學習成效。2006年，50多起大地震，2007年，災難仍不斷發生，環境問題再不醫治，地球將病入膏肓；政府於2010年6月公布環境教育法促進國民瞭解個人及社會與環境的相互關係，而要落實環境教育惟有向下紮根。透過現行國小學童環境教育成效之探討，俾利學校在環境教育法實施後，加強環境教育面向的參考。本研究以嘉義市嘉北國小三至六年級學童為對象，得到有效樣本410份，依「國小學童環境教育成效之調查問卷」各項測驗得分進行平均數、標準差和t 檢定，分析學童背景變項對環境知識、環境態度與環境行為影響是否達顯著差異。結果發現：1.國小學童的環境教育成效為整體環境知識平均數為0.881，整體環境態度平均數為4.465，整體環境行為平均數為4.06。2.國小學童的性別、年級、年齡、父親教育程度、母親教育程度、交通工具與環境知識有顯著相關；環境態度會受到年級的影響；與環境行為有顯著相關的是年級、年齡、級任教師性別、母親教育程度。3.國小學童環境知識、環境態度與環境行為三者彼此有顯著相關。4.國小學童環境教育資訊來源會因年級有部分顯著差異。5.主要的環境教育資訊來源管道有「報紙、雜誌」、「電視、廣播」、「海報、傳單」、「電腦網路」、「家人」及「學校老師」。6.從環境行為面向上，學生在建議家人回收生廚餘、請教老師環境的問題、檢舉破壞環境的人、關心環保法規、知道法律行動的目的等環境行為表現需要再加強。建議：1.學校環境教育應提供學生與同儕、教師、學校和社區互動的機會。2.教師應提供學生合乎教育性的真實世界知識、體驗性活動與經驗的教學；並允許學生有批判思考的機會。3.營造永續性的環境教育學習型組織。 The quality of environmental education can affect the overall quality of general education .In June 2010, the government recommended the implementation environm-ental education lows. This thesis can assist with the practical implementation of these environmental education lows. The investigation was conducted with the 3th,4th,5th and 6th grade students of Chiayi citys’ ChiPei elementary school. 410 survey samples were collected. Averages, standard deviations and t-values were calculated from the students’ answers. Students’ background influences were looked at to determine con-ection to environmental knowledge, environmental attitude, and environmental behave-ior. Results：1.Students’ environmental knowledge, environmental attitude, and environmental beh-avior are generally positive.2.Students’ background affects their attitude toward environmental issues.3.Environmental knowledge, environmental attitude, and environmental behavior are connected.4.Environmental knowledge, environmental attitude, and environmental behavior are influenced by the age of students.5.Outside influences varied according to students’ age. 6.Students’ positive actions must be further encouraged. Suggestions：1.Environmental education must provide more opportunities for the students, teachers, schools and communities to work together.2.Teachers must provide students with firth-hand opportunities for practical environm- ental education and allow for the development of individual critical thinking among students.3.Develop school groups to allow for the advancement of sustainable environmental education.
