社會變遷下的環境教育
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Date
2004-04-??
Authors
王順美
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Publisher
國立臺灣師範大學研究發展處
Office of Research and Development
Office of Research and Development
Abstract
因應國際永續發展的潮流，對社會每個單位主體性的呼籲，期望本位上集體再學習，盡上綠色公民的責任，社會也要求綠色學校的建立。國際上普遍出現綠色學校計 畫，來推動全校性的環境教育，以環境稽核開始自評、改進。綠色學校的內涵在各國學者多有提出，臺灣綠色學校計畫提出四個面向的願景，除了強化顯著課程外， 更強調潛在課程，即透過參與改善空間、生活的歷程去學習，並有助於學校、社區生活及環境品質的提升。筆者所推動綠色學校計畫，隱含深層綠化的精神，試圖扭 轉潛藏在主流學校裡的碎裂式/機械式/化約式的世界觀，朝向整體式/有機式/生態式的世界觀，更重視校園內及學校之間伙伴合作的關係。本文最後，筆者評論 綠色學校計畫的推動機制及提出未來研究的課題。
The G teen School model h as been promoted a s p art of the t rend toward sustainable development; it advocates the education of environmentally aware citizens. The now popular Green School projects in various countries encourage individual self-evaluation and self-improvement. The Green School vision of Taiwan's own Green School project has four dimensions: school life, school building and campus management, curriculum development and administration. This project has a "hidden curriculum" policy: the emphasis is on students' active participation in the school decision-making process. The author sees this project as a way of implementating, in pedagogy, school administration and school culture, a paradigm shift from the mainstream mechanistic/fragmented worldview to an organic/holistic worldview. The new Green vision also emphasizes greater partnership within and between schools. In the Conclusion the author discusses various means of promoting this project and suggests areas for further research.
The G teen School model h as been promoted a s p art of the t rend toward sustainable development; it advocates the education of environmentally aware citizens. The now popular Green School projects in various countries encourage individual self-evaluation and self-improvement. The Green School vision of Taiwan's own Green School project has four dimensions: school life, school building and campus management, curriculum development and administration. This project has a "hidden curriculum" policy: the emphasis is on students' active participation in the school decision-making process. The author sees this project as a way of implementating, in pedagogy, school administration and school culture, a paradigm shift from the mainstream mechanistic/fragmented worldview to an organic/holistic worldview. The new Green vision also emphasizes greater partnership within and between schools. In the Conclusion the author discusses various means of promoting this project and suggests areas for further research.