教師群參與地方本位課程設計歷程之環境教育專業發展─以金門一所國中的閩式建築課程為例

Abstract

本研究從環境教育的實務工作中啟發，以金門一所國中的閩式建築課程為案例，探討教師群參與地方本位課程設計歷程的環境教育專業發展。研究方法採用質性研究個案研究法，以參與觀察、訪談、文件為研究資料，並以紮根法分析。 參與課程設計的教師群為跨領域組成，包括自然、社會、語文、藝術、綜合領域教師，以及提供行政協助的校長及行政人員。閩式建築課程以地方本位教育理念設計，並結合節能減碳概念，課程設計歷程為期一年，教師群歷經(1)培力發想期、(2)規劃統整期、(3)課程實施期以及(4)檢討與延續期四個時期，最終完成三天的暑期營隊。 研究結果發現，教師群參與閩式建築課程設計歷程經歷「學習者」、「課程設計者」與「教學者」的角色轉換，從實踐中培養的環境教育專業可歸納為閩式建築學習、教師的營隊實踐與專業發展、夥伴關係的連結與磨合。顯現為推動地方本位教育課程，教師需具備的環境教育專業能力包括環境教育主題內容、課程設計與實施專業，以及夥伴關係三類。參與地方本位課程創造教師合作學習、協同教學、同儕觀摩的互動機會，形成參與式、行動研究取向的教師專業學習社群運作方式，使教師獲得更多元的學習，並且發揮專業完成地方本位課程。 然而，研究結果亦發現推動地方本位課程會遭遇各種學校現場的限制與困難，包括共同討論時間不足、教師兼任行政負擔、教師參與動機及意願、業務歸屬定位模糊等。顯現推動地方本位課程不僅主題須因地制宜，推動方式亦要因地制宜，系統性考量參與者特質及地方場域脈絡因素。針對研究結果，本研究提出環境教育實務推動及後續研究的建議。This case study is about a Fujian style traditional buildings project in one Kinmen junior high school that explores teacher community environmental education professional development when they participated in developing the place-based education program. This qualitative research analyzing data from participant observations, interviews, and documents. Teachers who develop the program are background of science, society, language, arts, and special education. Some of participants are principal and administrators in school. The Fujian Style Traditional Buildings Project is basically developed within place-based education, combine interdisciplinary issues with energy efficiency and carbon reduction. The developing progress takes for one year to develop three-day summer camp program, teacher community has experienced by four stages: (1) creative thinking, (2) planning integration, (3) implement, and (4) assessment. The finding of this study is that teacher community has translated between different roles during the process of curriculum development, including learners, program designers, and teachers. Besides, during the practical project teacher community has improved the environmental education capacity in learning of Fujian style traditional buildings, practice and professional development, and consolidation partnership. It shows that promoting place-based education programs, teacher needs abilities of environmental education are contents of program, planning and implement program, and good partnership. From this case study, in addition, teachers learned collaboratively, team teaching, observed and interacted each other, which all can help teachers learning diversely in place-based education. In conclusion, two suggestions have been addressed of this case study, which are practical promotion of environmental education and research of environmental education in the future.