都市型國小發展環境教育學校本位課程以提升教師專業知能之個案研究

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Title:	都市型國小發展環境教育學校本位課程以提升教師專業知能之個案研究
Other Titles:	Developing a school-based environmental education curriculum to promote teachers’ professional abilities in an urban Elementary School
Authors:	饒彩彬 Jao, Tsai-Pin
Contributors:	靳知勤 Chin, Chi-Chin 東海大學教育研究所
Keywords:	學校本位課程發展;環境教育;個案研究 Environmental Education;School-Based Curriculum;Case Study
Date:	2004
Issue Date:	2011-05-19T07:23:43Z (UTC)
Abstract:	本研究主旨在探討都市型國小，發展環境教育學校本位課程中，所遭遇的問題與尋求解決的策略，藉以提升教師專業知能之研究。為了深入探究教師所遭遇問題與內在想法，本研究採取質性研究方法之訪談、觀察、問卷與文件分析等方法，蒐集研究資料。研究場域是以台中市個案國小為研究範圍，藉由個案國小發展環境教育為學校本位課程的經驗，探討教師在發展過程中，教師專業知能之提升。本研究係採取立意抽樣與現場觀察，選取個案國小主任、老師共若干人，為研究對象，經資料蒐集並分析歸納。經資料的整理分析歸納，本研究發現與結論如下：一、研究初期，教師對學校本位課程的認知，是分歧的，認為是發展學校特色、解決學校問題、達成學校願景的媒介、定義不明等看法。二、學校本位課程的變更，是受都市環境的變遷與教師對環境覺知敏感度的影響，透過課程發展委員會，達成變更以環境教育為主軸的學校本位課程。三、環境教育的議題，經由問卷調查、討論、彙整，歸納出：（一）欣賞校園；（二）噪音防治；（三）垃圾減量、資源回收、預防病媒蚊；（四）節約能源等四大議題。四、在編製教學活動設計：採取人力分組方式進行；固定教學活動設計模式；透過自學、研習與專業人員的協助，增強對環境議題的熟悉度，到發心做環境教育；擠壓在校時間與佔用下班時間，完成編寫教學活動設計，學到時間管理與獨立解決問題的潛能；由學習型組織導入教導型組織，此種專業組織的文化，在校園中逐漸形成。五、在本位課程教學指導方面，以級任老師為主，科任老師為輔，於彈性時間及領域課程時間…..等時間進行，在校內、外採用多元教學方式進行教學，提供健康學校環境給全校師生，既是知識的教學也是生活的落實。六、發展學校本位課程產生的效益是：（一）校園環境優美、人際和諧相處；（二）學生喜歡上學，充滿歡樂與希望，落實生活教育成效；（三）學童將擁有與它校學童更多不同的基本能力。七、未來展望：持續朝「健康學校」目標努力。根據以上研究與結論，提出對教育主管機關、學校及老師的建議：對教育主管機關建議：一、規劃激勵措施，以提升教師專業知能。二、世界性共同關注的環境議題，規劃在校園中積極推動。對學校的建議：一、適時檢討學校本位課程發展，並落實執行。二、由行政主導課程發展成效較佳。三、持續營造校內和諧氣氛，成立教導型組織，提升專業對話能力。對教師的建議、一、教師多管道研修，提升教師專業知能。二、課程教學是手段，培養學生基本能力才是目標。三、學習良好人際溝通，提升教學品質。四、善於運用網路資源，提升專業知能。 In this study , a school-based environmental education curriculum（EE）was developed in an urban elementary school and the problems teachers faced, the strategies to solve these problems and the professional abilities improved through the process of development were recorded by qualitative methods. The data collection included interviews observation, questionnaires and document analysis. The findings of this study include： 1. In the early stage in developing the curriculum, teachers have various perceptions about the definition of school-based curriculum. Some think the curriculum should be developed for solving real problems according to school context. Others advocated the curriculum should help school to achieve the vision in the future. However, some teachers say they are not familiar with this issue. 2. In developing school-based environmental education（EE）curriculum, teachers decide their guidelines based on the consensus the curriculum development committee. They think EE is one of the most feasible ways to reveal the importance of school-based curriculum on the basis of school context. 3. After long-period discussion, four environmental education issues are illustrated as main themes to develop school-based EE curriculum: （1）To be familiar with school environmental. （2）To prevent noise problem in school environment. （3）To reduce and recycle wastes, and prevent mosquito problem. （4）To save energy. 4. In designing teaching activities, the collaborative groups are formed. In the process, teachers use the fixed design model of teaching activities’ increase the familiarities of environmental issues by self-directed learning, research and study, and the assistance from experts, adopt environmental education as their duty willingly, press the time in school and occupy free time in order to complete the design of teaching activities, and learn how to manage time and solving problems independently. The congenial culture is created in school gradually. The “learning community” formed by teachers are also oriented to “teaching ones” in order to solve problems by the cooperation between colleagues. 5. The grade teacher is in charge of the way of guiding school-based curriculum and the role of subject teacher is to assist in flexible time and field curriculum etc. It is necessary to study the way of multiple teaching strategies, because school teaching should be connected to real life. Through multiple strategies in teaching, student can be expected to achieve multiple learning effectiveness teaching. 6. In developing school-based curriculum, the teachers are benefited in the following aspects. （1）To get along with each other harmoniously in an elegant school environment. （2）The students are more keen to study than before, and they are full of happiness and hopes. （3）The students have built more basic abilities than before. 7. Future prospect: we hope to achieve the goal of “Health Promoting School Environment”. According to these findings this study makes the following suggestions: 1. For educational administrators. （1）To promote the teachers’ professional capabilities by planning inspiring methods. （2）To carry out the global environmental issues in the school environment. 1. For schools management. （1）School-based curriculum have to be reconfirmed at the right moment, and have to be executed in the daily teaching. （2）There would be better if administrators take charge of curriculum development. （3）To create a harmonious living environment in school, establish teaching organizations, and improve professional communication skills. 2. For teachers （1）To enhance professional capabilities of teachers by offering continuing education. （2）To cultivate students’ basic abilities should be regarded as a real goal by teachers. （3）To enhance good interpersonal communication skills, and increase the quality of teaching. （4）To promote teachers’ professional capabilities by taking advantages of internet resources.
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