環境教育課程之現況分析與精進策略： 以「看見．齊柏林基金會」為例

Abstract

環境教育被視為解決環境問題與提升環境素養的重要手段。然而，過去以課程內容為主的環境教育研究，多聚焦於正規教育中的環境教育體制 （如中小學），較少針對非正規環境教育體制 （如坊間環教場所）進行探討。因此，本研究選擇了擁有在空拍影像特色，極具代表性的「看見．齊柏林基金會」，作為非正規環境教育設施場所的案例研究。 本研究透過參與「看見．齊柏林基金會」環境教育課程的規劃和實踐，除了從課程設計和課程實施者的角度思考環境教育課程的組成和傳遞方法外，也根據教學過程中的逐字稿紀錄，分析各堂課程中環境認知、情意及技能的占比。 教學過程中的逐字稿分析結果顯示，基金會的環境課程中皆偏重於環境認知的傳遞，嚴重缺乏環境情意的表達，又現有的課程未能有效利用基金會的空拍影像特色與優勢提升環境教育效果，如利用空拍影像展現環境問題之嚴重程度與規模、串連多視角空拍影像串連環境系統概念等。這與基金會過去的典範環境教育產品紀錄片─《看見臺灣》的分析結果有顯著差異。 本研究者進一步利用北美環境教育學會（NAAEE）的一系列環境教育指引與多媒體認知理論素材原則、佐參考《看見臺灣》紀錄片的環境素養傳遞模式分析結果，提出基金會課程內容改善建議。本研究者建議基金會於環境教育課程中選用合適的空拍影像，串連多視角、多焦段的環境影像傳遞環境情意，且使用影像時遵守多媒體認知理論素材原則；亦建議基金會將環境情意加入現有的討論環節，確保環境情意受到學生充分的討論與思考。 本研究者進一步設計符合基金會特性和需求的環境教育指南和課程設計模板，作為基金會未來環境教育課程設計的參考。此課程設計模板除提高本研究策略建議應用的可行性外，也期望對基金會與臺灣的環境教育產生正面影響力。

Environmental education is regarded as a crucial means to address environmental issues as well as to enhance environmental literary. However, past research on environmental education with curriculum analysis as its focus has mostly paid attention to those conducted in formal education institutions (like primary and high schools). What is less examined is those conducted in non-formal education institutions (such as environmental education centers organized by civil society organizations, companies, and governments). This study fills the gap by using the “Chi Po-Lin Foundation (thereafter CPLF),” renowned for its distinctive aerial image resources, as a case study. In order to assess the proportion of environmental cognition, affection, and action skills content in each program of the CPLF''s environmental education activities, an analysis of curriculum design, teaching methods and verbatim transcripts of presentations is conducted. We reveal that the CPL foundation more emphasizes environmental cognition rather than environmental affection. Additionally, the existing curriculum fails to effectively utilize the foundation''s aerial imaging features and advantages, therefore resulting in the severity and scale of environmental problems and no less to say poor integration of multi-perspective aerial imagery with limited understanding of environmental system as a whole. The effectiveness in environmental education programs of CPLF is in a shark difference from the CPLF signature documentary film "Beyond Beauty - Taiwan from Above," where such aerial elements were more highly incorporated. With a guideline proposed by the North American Association for Environmental Education (NAAEE) and a principle of the Cognitive Theory of Multimedia Learning (CTML), this research proposes following recommendations for CPLF to improve its curriculum, including incorporating suitable aerial footage into the environmental education program, connecting environmental imagery from multiple perspectives and focal ranges to convey environmental affection, and integrating environmental affection into existing discussion segments, with related environmental teaching guideline as well as presentation template to be provided. Those recommendations are expected for CPLF to exert more positive influence in the field of environmental education in Taiwan.