國民中學推動環境服務學習歷程與關鍵因素之研究-以參與2005年我的家鄉寶貝社區生態服務學習計畫中的六所國中為例

Abstract

在當今國民中學推動環境教育的困境反思以及服務學習在教育發展的風潮下，研究者嘗試以國民中學為研究場域，透過參與觀察六所國中推動環境服務學習方案的發展之歷程，從中探討影響國民中學推動環境服務學習之關鍵因素。 本研究對象是以參與2005年由青輔會辦理的『我的家鄉寶貝-社區生態服務學習』計畫，當中的六所國民中學，包含台北市天母國中、民族國中，台北縣的八里國中、平溪國中以及三和國中以及高雄市的左營國中。 本研究屬於質性研究方法，採取跨個案的研究方法，參與觀察六所學校一整個學期方案發展歷程、深度訪談及文件蒐集等方式，著手進行分析與討論，彙整六所學校各個階段的發展歷程，並從表面的操作模式開始分析，進而深入探討背後影響之關鍵因素。 研究結果發現六所國中的環境服務學習方案，呈現的樣貌十分多元，無論是在議題的選擇上、課程的設計規劃上、或是課程的操作模式上都有著很大的差異。其中面臨共同的困難與挑戰，如國中學生特質的限制、學校課程的配置與人力調配不足、教師對於服務學習認知與專業能力不足、社區與學校需求搭配及溝通協調不易、計畫的時程過短、經費與政策不穩定，以及國中升學壓力等面向。 因此如何考量課程融入的適切性、教師認知與意願、社區機構的意願與配合、學校行政支援與人力調配、國家政策穩定支持，為主要之關鍵因素。 本研究針對想要推行環境服務學習的教師及學校提出建議如下：環境服務學習必須回歸學校課程、整合多方資源、保持與社區彈性的互動空間、選擇親近自然及動態的操作方式、看重學生結構化的反思與慶祝交流活動、方案需持續一年以上、從小地方開始。對於未來研究則建議拓展環境服務學習的其他面向、比較環境服務學習與一般服務學習的差異、以民間機構或社團發展環境服務學習方案等方向繼續深入研究。

Because of the difficulty to impels Environment Education in junior high schools now, and the development of Service-Learning as an teaching strategy . The researcher attempts take the junior high schools as the research field territory, and participate the Environmental Service-Learning（ESL） program of the six junior high schools to find the key factors that affects the six junior high schools to impel the Environmental Service-Learning program. The target groups of this research are the six junior high schools that practiced『my sweet home-community ecology Service-Learning program』in 2005.They are Taipei Municipal Tian-Mu Junior High School, Taipei Municipal Ming-Tsu Junior High School ,Taipei Country Municipal San-Ho Junior High School, Taipei Country Municipal Pali Junior High School, Taipei Country Municipal Ping-Shi Junior High School, Kaohsiung Municipal Zuoying Junior High School. Research methods include six-month participant observation, in-depth interviews, data collection. After data analysis, this research found the programs of these six junior high schools are different in the topic selection, curriculum design and teaching strategy. They all have the same challenge that include the limit and special characteristic of junior high school student, school manpower insufficiency, The Service-Learning cognition and specialized ability of teachers are insufficient, The community and school demand matching and the communication coordination are not easy , The plan time interval excessively is short , The funds and the policy are unstable ,and the pressure to enters a higher school. Therefore these are the key factors to affects junior high schools to impel Environmental Service-Learning program. include the fitness integrates ESL program into curriculum , the cognition and attitude of teachers, the attitude and coordination of community organization , administrative support and allocation of manpower in school , stable support of national policy . Finally, in light of the research results, some suggestions are proposed to teachers and schools. Includes integrate ESL program into curriculum, building the support, building good relation with community, to content the nature and doing than listening, more reflection and celebration, Continues a program for year, starting with small place. Some suggestions are proposed to the future researches. Includes various exploration for Environmental Service-Learning, the difference between Environmental Service-Learning g and Service-Learning, develop ESL program form community organization or folk association.