社區環境教育發展基礎探討-苗栗塭內社區的案例分析

Abstract

我國自80年代以來推動社區環境教育以來，透過社區營造與參與環境改造計畫，社區民眾的環保意識已逐步形成。自民國100年正式施行環境教育法以後，許多社區積極規劃設計環境教育體驗活動，積極爭取成為優質的「環境教育設施場所」，社區角色從環境教育的學習者逐步轉變為教育者。然而在申請認證過程中，許多社區雖有豐富的社區營造成果與經驗，卻苦於將其轉化為設置環境教育場域所需要素，因此本文將探討社區發展環境教育發展的基礎與有關要素，並以竹南塭內社區作為研究個案。塭內社區，已積累豐富的社區營造與環境改造成果，並多次作為苗栗縣環境教育志工培訓的示範點，現今亦有意申請環境教育設施場所認證，可作為社區發展環境教育設施場所的歷程研究對象，藉此了解，社區如何將過去參與社區營造與環境保育的經驗與成果轉化為推動環境教育所需的相關因素。本文作者實際參與該社區申請環境教育場域的認證計畫，並運用PPGIS協助規劃符合在地特色的環境教育課程，透過社區申請環境教育設施場所認證與發展的課程規劃過程中，了解該社區發展環境教育發展的基礎與相關要素。研究結果指出，塭內社區先前成功的社區營造經驗，促使社區發展出成熟的管理能力，能有效動員參與者，並藉由申請政府計畫補助，逐步完成社區環境資源調查與基礎硬體設施。在此過程中，地方居民亦將對社區資源的認識轉化為地方認同感，而地方認同感再進一步轉化為環境保護意識，建構出社區發展環境教育設施場所的基礎。最後，在塭內社區發展環境教育設施場所的相關要素中：人、設施與營運管理，奠基於社區營造經驗，並在發展協會的強力運作之下，相互協調運作，成為申請環境教育設施場所的關鍵要素，為未來成功申請認證奠下基石。

Since the 1980s there are a vast number of people are equipped with environmental consciousness through joining the Comprehensive Community Development and the Environmental Reforms of Community. With the execution of policy of the Environmental Education Act since 2011, there are more and more communities engaged. Community are transforming their role as a learner of environmental education into an educator. Community is a group of people living in the same place and having a particular characteristic in common. These people are, moreover, familiar with local cultural resources. Thus, community is the ideal unit for participatory environmental education, which emphasis bottom-up and environment-regarding activities. Although a great number of communities have abundant outcomes of executing community empowerment, there a few communities are able to transform their achievements into the base of applying for the environmental education facility and field. To explore this question, this thesis analyzes the basic factors of community in developing environmental education facility and field. Wennei community has sufficient experiences of conducting comprehensive community developments and environmental reforms. Wennei also has a well-developed community association and plays as a representative role of conducting environmental education activities. This research, therefore, takes Wennei community as a developing sample to implement a case study. To get close to this community and figure out the mechanism of running the community association, the author joins the association and applies these public participation geographic information systems (PPGIS) for helping this community draft the environmental education program with local resources. The outcomes point out three key bases of paving the way to obtain the certification of environmental education facility and field. Firstly, the Wennei Community Development Association plays a powerful role of leading and integrating local resources. Secondly, the community takes the prior experiences of comprehensive community development as base for establishing environmental education facility and field. Lastly, the joiners of community empowerment build the strong connection and motivation for refining the local environment. This community is, therefore, able to be more competitive in constructing a successful environmental education facility and field, thorough integrating all necessary factors: human resources, infrastructure and management.