高中職地理課程中永續發展概念及其融入的研究

Abstract

本研究的目的主要有三方面，首先以內容分析方法了解新頒地理科課程綱要和現行教科書中與永續發展相關之內涵，其次藉問卷調查法深入了解目前高中師生的永續發展素養和意識，得知校園中永續發展教育的現狀和需求，最後，設計有效的融入教材進行行動研究。內容分析的對象以95高中暫綱地理、高職98課綱地理A為主；教科書版本則為95學年高中版本和高職96學年A版本。問卷的分析以北市高中職教師109份，高中學生261份，高職學生154份為依據，並進行描述統計及假設統計Z檢定。 研究結果顯示，在課程綱要部分，不論高中高職在永續發展的三個面向的分佈是永續環境的比重較重，其次是永續經濟，再其次則是永續社會，在學習行為目標的分佈最少著墨的為情意目標。與永續發展密切相關的教材部分，永續發展三面向的分佈與課綱一致，但學習行為目標的分佈與卻課綱不甚一致，特別是高職教材，是因分析版本與課綱分析版本具體性不一，情況更是如此。 研究顯示，高中職地理教師僅有三分之一認為自己對永續發展的意義已有相當程度的了解，他們也覺得目前地理課程和教材中包含的永續發展內容比重不夠多；而與南韓、美國兩個國家的地理教師一樣，他們所共同強調的永續發展概念是氣候變遷/全球變遷。問卷調查得知高中職學生對永續發展的認知，大致已達到一定的程度，但態度及行為表現上，與學生參與環保課程或活動的頻率、父母是否要求及性別等，有顯著之差異。設計結合Google Earth及GPS的操作與應用，佐以在陽明山實察的融入式教材，學生們幾乎可以完全達成研究者一開始所設定的永續發展技能目標，然而在研究者所希望達成的永續發展情意目標部分，學生們只能部分達成。The purposes of this study are：(1)to explore the geography curriculum guidelines and the future prospect of sustainable development education in the Geography subject of senior high school in Taiwan, (2)to investigate senior high school students’ cognition, attitude and behavior toward sustainable development and teachers’ opinion about sustainable development education,(3)to develop sustainable environmental teaching materials in senior high school. The study was conducted through content analysis, questionnaire survey, and action research. Content analysis was adopted to analyze geography curriculum and textbooks of both senior high school and the vocational school. Regarding the questionnaire, the population was selected from 109 senior high school teachers, as weu as 261 senior high school students and 154 vocational school students in Taipei. Statistical techniques applied in the study were descriptive statistics and hypothetical Z-test. The major findings of the study are as follows： 1. In the aspect of both senior and vocational curriculum guidelines, highest ratio is seen in the content of sustainable environment, followed by sustainable economics and sustainable society. 2. In the textbook aspect, the ratio of the sustainable development concepts is the same as that of curriculum design. However, the ratio of the behavioral objectives is not the same as the curriculum design. 3. Only one-third of the high school geography teachers think that they have a better understanding of sustainable development and that the ratio of sustainable development in the current curriculum as well as the textbook is not enough. 4. The results of the questionnaire reveal that high school students’ cognition about sustainable development has been above the average level, but fail to have better attitude and behavior. The results also reveal that there are significant differences among high school students with reference to their frequencies of attending classes or activities related to environment, the expectations of their parents, their school grades and their genders. 5. Geographical field study has been designed in Yangmingshan Area equipped with Google Earth and the GPS. Most of the students achieve the goal of the research which has been set for them; however, their environmental affection can achieved only partly.