國中彈性課程對於提升環境素養之行動研究－以南崁溪主題課程為例

Abstract

為了因應時代趨勢，教育部於民國103年發布之十二年國民基本教育課程綱要總綱，以「自發」、「互動」及「共好」為理念出發，強調學生是自發主動的學習者（教育部，2014），這是目前教學設計的發展趨勢。「環境教育」議題，從九年一貫教育繼續保留至十二年國教課程總綱，然而國人普遍對於環境保護意識薄弱，人們對環境有正確的認識，方能有效解決環境問題(UNESCO, 1980)。因此環境教育在學生的學習階段至關重要，透過教育的途徑培養出具有環境素養的公民是目前十分緊迫的教育工作。 在十二年國民基本教育課程綱要總綱中的課程規劃，將課程類型分成部定課程及校訂課程。而在國中小階段，校訂課程在彈性學習課程實施，彈性學習課程可依學校教育願景及學生特質進行設計。故本研究依據學校在地環境特色及環境教育相關素材融入國中彈性課程中，以服務學校桃園市立青溪國中周圍的南崁溪作為課程設計主軸。課程設計除了企圖引導學生展現綜合能力，也希望提升學生的環境素養。因此本研究欲探討彈性課程之研發及實施歷程、教師的成長與省思以及探討國中彈性課程對於提升環境素養的成效。研究對象為七年級60位學生，採行動研究法。研究結果發現以下兩點： 一、彈性課程「南崁溪主題課程」有助於提升環境素養。學生在「環境覺知與敏感度」、「環境知識概念」、「環境行動技能」、「環境行動經驗」達到提升，唯獨「環境倫理價值觀」下降。 二、彈性課程「南崁溪主題課程」有助於讓學生展現多元能力及提升教師設計課程之信心。發現有些學業成就較差的學生因為平時生活經驗豐富，所以在進行觀察探究的時候會提供較多實質意義的發現與想法，讓這些低成就的學生獲得成就感。對於教師而言，經由不斷修正而成的自編教材及學生對於課程的回饋，提升教師在設計彈性課程的自信心。In order to respond to the trend of the times, Curriculum Guidelines of 12-year Basic Education issued by the Ministry of Education (MOE) in Taiwan in 2014, adopting the concepts of taking initiative, engaging in interaction, and seeking the common good to encourage students to become spontaneous and motivated learners. It is the current trend of instructional design. The topic of "environmental education" has been retained from Grade 1-9 Curriculum Guidelines to Curriculum Guidelines of 12-year Basic Education. However, people generally have a weak awareness of environmental protection. Only when people have a correct view of the environment can they effectively solve environmental problems (UNESCO, 1980). Therefore, environmental education is very important in the learning stage at school. It is essential to train citizens with environmental literacy through education. Curriculum planning in Curriculum Guidelines of 12-year Basic Education is divided to MOE-mandated curriculum and school-developed curriculum. In the stage of elementary school and junior high school, school-developed curriculum is implemented in alternative curriculum, which can be designed according to the school’s educational vision and student characteristics. Therefore, this study is based on the school's local environmental characteristics and environmental education-related materials integrated into the junior high school alternative curriculum. The curriculum theme is about the Nankan river near Chinhsi Junior High School. The curriculum design not only guides students to demonstrate their comprehensive abilities, but also improve students' environmental literacy. Therefore, this study intends to explore the development and implementation of alternative curriculum, teachers' growth and reflection, and the effectiveness of alternative curriculum in improving environmental literacy. The research object is 60 students in seventh grade, adopting action research method. The study found the following two points: 1.The alternative curriculum "Nankan River Theme Course" helps to improve environmental literacy. Students have achieved improvement in "environmental awareness and sensitivity", "environmental knowledge concepts", "environmental action skills", and "environmental action experience", but only "environmental ethical values" have declined. 2.The alternative curriculum "Nankan River Theme Course" helps students to demonstrate multiple abilities and enhance teachers' confidence in designing courses. It is found that some students with poor academic achievements have rich life experience, so they will provide more substantive discoveries and ideas during observation and inquiry. And these low-achievement students can get a sense of accomplishment in the course. For teachers, self-compiled teaching material that are constantly revised and students’ feedback on the course enhance teachers’ confidence in designing alternative curriculum.