| 摘要: | 因工業革命帶來的現代化，改變人類使用能源的方式；而近幾十年來，極端氣候的出現，人類開始重視環境教育的議題，全球召開多次會議，點出全球所面臨的環境問題，並討論人類活動與自然環境如何達到永續發展，使環境、經濟及社會都能朝向永續發展的方向邁進，使後代子孫能安心在地球上生存；從許多國家的經驗發現，最好的方式是從教育著手，讓國人從小建立環境保育的概念，並養成環保的好習慣，因此本研究的目的是為了瞭解環境教育在個案國小教師推動的指標方向，以評選臺灣永續發展目標的環境議題指標的權重關係為例，整理出四構面及十二項評估準則，用問卷方式進行調查，再利用層級架構分析法(AHP)建構分析各指標的權重順序，研究發現以「確保環境品質及永續管理環境資源」權重0.362最高，「完備減緩調適行動以因應氣候變遷及其影響」權重0.180最低。 而在十二項評估準則中，前五名依序以「改善空氣品質，維護國民健康」、「落實森林永續管理，終止森林盜伐，恢復遭到破壞的森林」、「減少各式海洋汙染，包括營養鹽及海洋廢棄物」「加強一般廢棄物減量，促進資源回收」、「增進氣候變遷調適能力，強化韌性並降低脆弱度」最為重要，此五項為個案國小教師普遍認為在進行環境教育及環境永續發展教育中，應該融入教科書中進行教育的重要考量因素。根據本研究的研究結果，建議國小教師未來進行環境永續發展課程或是評選環境教育教材，可參考本研究所提出的評估因素為考量依據。
Due to the modernization brought about by the Industrial Revolution, there has been a change in the way humans use energy. In recent decades, the emergence of extreme weather has led people to pay more attention to environmental education. Several global meetings have been held to identify the environmental problems facing the world and discuss how human activities and the natural environment can achieve sustainable development, leading to environmental, economic, and social progress towards sustainability and ensuring that future generations can thrive on Earth. Experience from many countries has shown that the best way to approach this issue is through education, which instills the concept of environmental conservation in individuals from a young age and helps them cultivate eco-friendly habits. Thus, the purpose of this study is to understand the indicators and directions of environmental education advocated by primary school teachers in the case of Taiwan's sustainable development goals (SDGs) environmental issue indicators, and to organize four dimensions and twelve evaluation criteria. A survey was conducted through questionnaires, and the Analytic Hierarchy Process (AHP) was used to construct and analyze the weight order of each indicator. The study found that the highest weight was given to “ensuring environmental quality and sustainable management of environmental resources,” with a weight of 0.362, while the lowest weight was given to“taking urgent action to combat climate change and its impacts,” with a weight of 0.180. Among the twelve evaluation criteria, the top five were, in order, “improving air quality and maintaining national health,” “ implementing sustainable forest management, stopping deforestation, and restoring damaged forests,” “reducing all forms of marine pollution, including nutrient and waste pollution,” “ strengthening the reduction of general waste and promoting resource recycling,” and “enhancing adaptive capacity to climate change, building resilience, and reducing vulnerability.” These five are considered important factors that should be incorporated into textbooks for environmental education and sustainable development education by primary school teachers. Based on the research results, this study recommends that primary school teachers refer to the evaluation factors proposed in this study when conducting environmental sustainability development courses or selecting environmental education materials in the future. |
