以地方為基礎的教育對國小學童在地知識、在地認同與環境素養之影響

Abstract

本研究旨在探討以地方為基礎的教育課程對國小學童在地知識、在地情感與環境素養之影響。研究對象為新竹縣竹東鎮國小學童，研究者針對竹東地區設計一套具在地特色的課程，課程共八節，內容涵蓋地方自然環境、歷史文化與環境議題等主題。研究透過課程實施前後測問卷、竹東印象地圖及課後回饋單蒐集資料，並採用量化與質性並行的方式進行資料分析。 問卷前後測結果顯示，學生在課程後於在地知識、在地認同與環境素養三個面向皆有顯著提升，質性資料亦進一步支持此結果。竹東印象地圖呈現出學生對課程內容的理解加深與在地關注的擴展，顯示其對家鄉知識的認識提升、情感認同的增強，並開始留意與地方相關的環境議題。課後回饋單則揭示學生在學習歷程中於認知、情感與態度層面的具體轉變，展現從知識獲得、情感連結到產生愛護家鄉的意圖之轉化歷程。 本研究結果驗證了以地方為基礎課程對國小學童在在地知識、在地認同與環境素養培養的正向效益，亦呼應十二年國教課綱強調素養導向、在地關懷與跨領域學習的核心理念。本研究對教育現場實務與課程政策設計具有啟發意義，亦可作為未來相關課程發展與以地方為基礎的教育推動之參考依據。

This study aims to explore the influence of a place-based education curriculum on elementary school students’ local knowledge, local identity, and environmental literacy. The participants were fifth-grade students from an elementary school in Zhudong Township, Hsinchu County. The researcher designed an eight-lesson curriculum specifically tailored to the Zhudong area, covering topics such as local natural resources, historical and cultural development, and environmental issues. Data were collected through pre- and post-course questionnaires, students’ “Zhudong impression maps,” and post-course feedback forms. Both quantitative and qualitative analyses were conducted.The results of the pre- and post-tests indicate that students showed significant improvement in all three dimensions: local knowledge, place identity, and environmental literacy. Qualitative data further supported these findings. The “Zhudong impression maps” revealed students’ deeper understanding of course content and increased attention to local issues, reflecting enhanced knowledge of their hometown, stronger emotional identification, and emerging concern for local environmental topics. The feedback forms demonstrated concrete changes in students’ cognition, emotion, and attitudes throughout the learning process, revealing a transformation from knowledge acquisition and emotional connection to a willingness to care for their community.This study confirms the positive impact of place-based education on elementary school students’ development of local knowledge, place identity, and environmental literacy. It also aligns with the goals of Taiwan’s 12-Year Basic Education Curriculum Guidelines, which emphasize competency-based, locally grounded, and interdisciplinary learning. The findings provide valuable insights for educational practice and curriculum policymaking and serve as a reference for the future development and promotion of place-based education.