島嶼公民環境素養之探討－以金門島為例

Abstract

個別區域環境的不同，適用的環境素養模式也必然會有差異，如何適度融入研究區域的特殊性，發展出一套地方適用的環境素養模式，是本研究探討的主旨。本研究目的主要是探討「島嶼公民環境素養」的架構及金門地區當地公民環境素養的相關內涵。研究過程採用「德爾菲法」（Delphi Technique）問卷調查的方式，研究諮詢小組成員共十三位，包括金門當地具有教學經驗的教師及具有環境素養專業背景的專家學者，歷經一次金門當地的焦點訪談及三回合的德爾菲法問卷調查，來確認其架構內涵的重要性及內涵的修正。 島嶼公民環境素養架構包含5大教學範疇及15項的教學目標，以及115項具有金門當地特色的環境素養內涵。5大教學範疇包括「對島嶼環境有基本的認識」、「對島嶼環境議題有覺知及敏感度」、「具有關切環境的情感及價值觀」、「具有分析和解決環境問題的技能」及「具有解決環境問題的行動」。本研究最後以所完成的金門環境素養相關內涵架構來檢視當地鄉土教材在環境素養方面呈現的狀態，分析結果發現，金門當地的鄉土教材，在認知及情意方面的相關內涵較為充足，而且當地的環境議題及藝術相關領域的內涵也十分豐富，整體看來當地的鄉土教材已包含了部分的環境素養內涵，然而未來有待加強的部份包括有島嶼相關概念的融入、全球島嶼環境議題的瞭解、藝術內容中環境意涵的融入、島嶼環境技能及行動能力的培養等。最後則依據研究發現，提出對於金門未來鄉土教學及後續研究建議。Suitable models of environmental literacy are different in differently individual region .The purpose of research is how to infuse suitable speciality of the research area in order to develop a set of locally suitable model of Environmental literacy. The object of the research is that discuss the structure of civilian environmental literacy in the island and local civilian Environmental literacy in Kinmen. The procedure of the research is the questionnaire of Delphi Technique . The group of research’s counsel consists of thirteen people, including experiential teachers and professional people of environmental literacy in Kinmen. Use once focus group interview and three times of questionnaires to confirm the importance of structure and correct the contents. The environmental literacy structure of the island’s civilian includes five teaching categories, fifteen teaching goals and one hundred fifteen items of local environmental literacy in Kinmen . Five teaching categories include basic cognition of environment in islands , awareness and sensitivity of environmental topics, feeling and valure of caring environmental skills of analysising and resolving environmental problems , and actions of resolving environmental problems .Use the structure of environmental literacy in Kinmon to test local teaching programs about environmental literacy .The result of the research in local teaching programs of Kinmon about the concenpts of cognitive domain and affective domain are sufficient local environmental topics and contents of art domain is abundant, too. Local teaching programs consist of contents of environmental literacy .But it have to improve about infusing some concepts of the island ,understanding of global environmental topics of islands , infusing environmental meaning into art domain ,developing skills and actions to the environmental in islands, and so on .Finally according the result of the research the researcher indicates suggestions of local teaching programs and researches of Kinmon in the future .