環境教育強調經驗學習和以議題為中心的教學策略，目標在培養國民環境行動及解決環境問題的技能。除了生態學與環境科學之基礎知識建構及環境問題覺知與敏感度之情意態度培養，更應以「環境行動」為導向整合多元學習策略，讓學習者以合作學習的方式進行環境議題調查分析，探索生活周遭的環境問題，並運用環境行動策略嘗試解決環境問題，從而累積行動經驗、鍛鍊行動技巧，養成民主社會公民參與環境保育的基本素養。本文以大學通識環境教育相關課程「環境保護概論」及「環境變遷與永續發展」為案例，探討「環保行動」小組團體報告學習策略的設計理念與實務操作，同時說明如何應用評量尺規評定學生的學習成果。 Environmental education emphasizes experiential learning and issue-centered teaching strategies. The goal is to develop citizens' environmental action and environmental problem-solving skills. In addition to the construction of basic knowledge of ecology and environmental science, and the cultivation of affective attitudes towards awareness and sensitivity of environmental issues, it is also necessary to integrate multi-learning strategies with “environmental action”as the direction, so that learners can investigate and analyze environmental issues in a cooperative learning manner. Furthermore, students can explore the environmental problems around life, and use environmental action strategies to try to solve environmental problems, so as to accumulate action experience, exercise action skills, and develop the basic literacy of citizens in democratic society to participate in environmental conservation. This article takes the general education courses of environmental education “Introduction to Environmental Protection”and “Environmental Changes and Sustainable Development”as examples to discuss design concept and practical operation of the learning strategy on “Environmental Action”group report. It also illustrates how to apply the rubrics to assess student learning outcomes.
