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標題: | 校園推動環境教育課程教學的困境與成效之研究-以雲林縣國小為例 Difficulty and Efficiency of Promoting Environmental Education on Campus – A Study of the Elementary Schools in Yun-Lin County |
作者: | Ping Ching-Chen 陳平景 |
指導教授: | 吳榮杰(Rhung-Jieh Woo) |
關鍵字: | 九年一貫課程,國小教師,環境教育,環境教育教學成效,融入式課程, 9-year integrated curriculum,elementary school teacher,environmental education teaching,teachers’ self-efficacy inenvironmental education,environmental education teaching infusion curricuIum, |
出版年 : | 2010 |
學位: | 碩士 |
摘要: | 本研究旨在瞭解雲林縣推動環境教育的現況、困境及成效,並進一步探究學校屬性及個人基本條件的變項,對環境教育課程教學實施的困境與成效一些可能影響因素之相關性,並依據研究結果提出結論與建議,供教育行政單位、國民小學及教師改進教學之參考。並以雲林縣國小教師為研究對象,以問卷調查的方式蒐集資料,得到有效樣本322位,回收率達80.5%。。研究結果如下:
在教學困境方面,其中「經費不足」、「人力缺乏」、「缺乏相關教學設備」三項是教師在環境教學時感到最困難的項目,而「缺乏學校同仁配合」「缺乏校長及行政支持」和「受限於校園環境的不佳」的困難度最低。 在教學成效方面,其中「有效促進學生的環境行為」成效最高,其次為「學生的環境知識及技能提升及「培養學生的環境敏感度及環境關懷」;而「可獲得相關單位獎勵」讓教師感到成效最低。 環境教育課程教學的困境在學校屬性方面,會因服務地區及學校規模之不同而有所差異,而環境教育課程教學的成效在學校屬性方面,則較不會有所不同。而環境教育課程教學的困境及成效在教師基本條件方面會因性別、年齡、教育背景、教學年資、擔任職務、教授科目、環境教育經歷不同而會有所差異存在。 The purpose of the study is to realize the situation, difficulties and efficiency of promoting environmental education in YunLin country. Meanwhile, the study investigates the relationship between the variables of schools and personal backgrounds and possible influences on the difficulties and the efficiency of practicing environmental education as well. We provide the references to making instruction better for the Ministry of Education, elementary schools and teachers based on the findings and conclusions of the study. The samples are elementary teachers in YunLin country. This study uses the method of questionnaire survey to collect data. The valid samples consisted of 322 teachers. The main results of the study were as follows: Concerning the difficulties, the hardest parts to carry out environmental education are lack of funds, labors and the relative instruction equipments. The easiest parts to carry out environmental education are the supports from the colleagues, the principal and the office staffs and the proper surroundings of school. In respect of the efficiency of instruction, it’s the most efficient to promote students’ action. The next is to advance students’ knowledge and skills of environment protection and to cultivate students’ sensitivity and concerns of environment. The least efficient part is to get encouragements from the government. It makes significant differences in the difficulties of the environmental curriculums because of school scale and location. Regarding the efficiency of instruction, it makes no significant differences among the variables of school. There’s significant difference of the difficulties and the efficiency of promoting environmental education in gender, age, educational background, instruction periods and subjects, the position of job, and educational experiences. |
URI: | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/22650 |
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