繪製社區地圖對學生環境學習影響之初探-以金門島金寧國中小學為例
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2008
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Abstract
本研究應用社區地圖與綠色生活地圖之概念，發展以繪製社區地圖為主題的環境教育教學活動。活動對象為金門島金寧鄉的學生，地點選擇有著豐富的自然與人文景觀特色的金寧鄉古寧頭區。本研究希望藉由所設計的社區地圖活動，探討對於學生認識與觀察社區環境的能力、對社區的情感與價值觀以及參與環境問題的能力等環境學習上的改變為何，並將由反省與思考，提出有助於環境學習成效的社區地圖作法。
根據研究結果與分析，在學生環境學習的影響方面，歸納結論為：（一）學生更加認識社區環境，但不夠深入。（二）學生對於社區環境產生新的觀感。（三）增加學生對社區環境的欣賞與感恩。（四）活動引導方式與環境狀況可能會影響學生對社區環境的印象與價值觀。（五）增加學生對環境的討論與思考。（六）在「參與環境活動」方面的影響並不明顯。
在繪製社區地圖作法方面，本研究發現以下有助於活動成效的作法：（一）先進行地方環境勘查，以瞭解在進行活動時可能會遇到的問題或狀況。（二）結合多位教師的專業能力，讓學生的學習多元化。（三）在固定地點設置觀察點，有助於學生對於環境的觀察與討論。（四）使用「綠色圖示」作為繪製社區地圖的工具，有助於學生思考社區環境與激發創造力。
In this research, two concepts were applied: community mapping and green map system, which were used to develop environmental education activities about community mapping for students in the Jinning area on Kinmen Island. This research chose Guningtou for the location of the activities because of its many natural and cultural features. After carrying out the community mapping activity, the influences were evaluated. These influences affected students’ knowledge of community environment, observation skills, affection and values about community, and motivation for participation in environmental issues. Through reflection and discussion, this research also evaluated ways to facilitate positive effects on environmental learning. Listed below are the findings of effects on environmental learning from the research: 1.Most of students gained knowledge of community, but not at a deep level. 2.Students had a new experience of community. 3.Students gained appreciation and gratitude for community. 4.Two factors likely affected the impression and values toward community: the actual guide for carrying out the community mapping and the environmental conditions (e.g., weather, seasons). 5.Students increased their thinking and their dialogue about community. 6.There were no outstanding effects on participation inenvironmental issues Listed below are suggestions, based upon the research, for improving environmental learning: 1.Before community mapping activities, researcher must gain understanding of specific community. 2.Program should include a multitude of teachers with different skills (e.g, art, computer, geography) for effective student learning. 3.Program should include observation point in specific place in community from which students may observe and discuss about community environment. 4.Use of green map icons as tools for making community map encourage students to think about community environment and motivate creativity concerning community environment.
In this research, two concepts were applied: community mapping and green map system, which were used to develop environmental education activities about community mapping for students in the Jinning area on Kinmen Island. This research chose Guningtou for the location of the activities because of its many natural and cultural features. After carrying out the community mapping activity, the influences were evaluated. These influences affected students’ knowledge of community environment, observation skills, affection and values about community, and motivation for participation in environmental issues. Through reflection and discussion, this research also evaluated ways to facilitate positive effects on environmental learning. Listed below are the findings of effects on environmental learning from the research: 1.Most of students gained knowledge of community, but not at a deep level. 2.Students had a new experience of community. 3.Students gained appreciation and gratitude for community. 4.Two factors likely affected the impression and values toward community: the actual guide for carrying out the community mapping and the environmental conditions (e.g., weather, seasons). 5.Students increased their thinking and their dialogue about community. 6.There were no outstanding effects on participation inenvironmental issues Listed below are suggestions, based upon the research, for improving environmental learning: 1.Before community mapping activities, researcher must gain understanding of specific community. 2.Program should include a multitude of teachers with different skills (e.g, art, computer, geography) for effective student learning. 3.Program should include observation point in specific place in community from which students may observe and discuss about community environment. 4.Use of green map icons as tools for making community map encourage students to think about community environment and motivate creativity concerning community environment.
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社區地圖, 綠色生活地圖, 島嶼, 環境學習, community mapping, green map system, island, environmental learning