| 摘要: | 本研究指在探討國小環境教育本位課程的設計與現況，研究對象為臺中市某國小，訪談對象為課程原設計者，採用質性研究的文獻分析法和訪談調查法，先分析環境教育本位課程的指引手冊內容，再根據訪談內容做整合分析，探討九年一貫七大學習領域、九年一貫環境教育課程目標及Bloom的教學目標認知、情意、技能功能和環境教育本位課程的指標連結度，並根據推動現況提出建議。獲得結果如下:一、環境教育本位課程融入九年一貫七大學習領域比重偏於語文、綜合、生活、自然與科技及藝術與人文領域。二、環境教育本位課程的環境教育議題課程目標缺乏環境行動技能和環境行動經驗目標。三、環境教育本位課程偏重於教學目標的認知領域。四、校外專家、研習及專業社群有助於環境教育本位課程的改進。五、環境教育本位課程會因課程時間不足、課程內容過於艱深、學生素質影響教師推動意願。
The purpose of this study is to explore school-based curriculum design and situation of environment education of an elementary school, this study is an elementary school in Taichung, The interviewee is courses’s original designer. In this study, using qualitative research literature analysis and interview survey. Fist of all this study analysis the guidebook of teaching conditions based curriculum, and then according to the interview to do meta-analysis. This study explores grade 1-9 curriculum in seven learning areas、the goal of grade 1-9 curriculum school-based curriculum and Bloom’s teaching objectives of cognitive, affective, functional skills and the link of school-based curriculum. And according to the current status of implementation to make a suggestion. The main conclusions are as follows:First, school-based curriculum assimilate into Nine-year Education in Seven Learning Areas emphasis on language, comprehensive, life, nature and technology, and arts and humanities.Secondly, environmental education issues curriculum objectives lack of environmental action skills and experience in environmental action objectives.Thirdly, teaching conditions based curriculum emphasis on teaching objectives cognitive domain.Fourthly, external experts, and professional learning groups can improved teaching conditions based curriculum.Fifthly, Teaching conditions based curriculum because of lack of time, abstruse content, students' quality affect teacher's teaching willingness. |
