以偏鄉國小為場域之地方本位環境教育課程省思

An Examination of a Place-Based Environmental Education Curriculum in a Rural School Context

10.6173/CJSE.2016.2403.04

洪萱芳(Hsuan-Fang Hung)；顏瓊芬(Chiung-Fen Yen)；張妤萍(Yu-Ping Chang)；洪韶君(Shao-Chun Hung)

地方本位教育 ； 偏鄉教育 ； 學習成效 ； 學習動機 ； 環境教育 ； Place-Based Education ； Rural Education ； Learning Effects ； Learning Motivation ； Environmental Education

科學教育學刊

24卷3期（2016 / 09 / 01）

299 - 331

繁體中文

本研究以地方本位教育理論為基礎架構，發展出一個可協助學生連結生活經驗和課程知識的課程發展模式。研究發現，學生對於環境知識內涵的認知經過本研究之地方本位課程後，逐漸融入生活經驗與自身探索經驗所學習到的知識；且課程對於生活經驗的重視，導致學生開始透過自身經驗連結課程知識，進入自主學習歷程。整體而言，對於學生學習投入，學習動機和態度皆有正面影響。本研究主要研究場域為偏鄉地區三年級班級，共計27位學生參與本研究，課程包含三個主題課程，分別為校園植物和濱海植物、環境污染和植物生病了。其中校園植物和濱海植物使用戶外觀察法，在引導學生進入連結生活經驗和課程知識的過程中，可以觀察出學生經過課程後，學生較容易將課室外經驗連結到課程概念。另外，採用地方本位教育模式，融入在地素材，強調關心周遭生活環境與連結生活經驗，研究發現可滿足學生的多元需求，因可從各自的生活經驗切入學習。

This research utilized place-based education theory as the framework, critical pedagogy theory's teacher-student relationship view, and diverse teaching models including outdoor teaching and project-based learning to develop a curriculum model. This model was designed to support students' capacity to connect living experiences to curriculum knowledge. Research finds that students' perspectives concerning environmental knowledge were expanded to include out of school knowledge such as living experiences and knowledge gained from their own investigation experiences. Because of valuing living experiences in class, students gradually start to connect their own living experiences to the curriculum knowledge and enter the automatic learning process. Overall, research finds that the curriculum developed from this research has positive impact on learning engagement, learning motivation, and attitudes. Research participants were 3rd grade students who were recruited from an elementary school in a rural area. A total of 27 students participated in this study. The curriculum unit includes three topics: campus and coastal strand plants, sick plants, and environmental pollution. Among all, campus and coastal strand plants unit which adopts outdoor observation as a strategy, has a significant effect on students' ability to connect living experiences to curriculum content. Additionally, this model was also found to be able to meet diverse needs of students with different backgrounds by valuing the living experiences of every learner.

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