The Effect of Environmental Education Picture Books on the Protection of Forest Resource and Awareness of Paper Cherishing - A Case Study of Taipei Fuxing Kindergarten
|Authors:||沈怡伶||Keywords:||繪本;環境覺知;保護森林資源;珍惜用紙;Picture book;Environmental awareness;Protection of Forest Resource;Paper Cherishing||Issue Date:||Jun-2020||Abstract:||本研究旨在透過與樹相關的繪本進行環境教育，讓幼兒了解保護森林資源之內涵，並探究其是否能因此發展出保護森林資源的環境覺知進而產生珍惜用紙行為。研究以10本森林資源與環境覺知主題相關之繪本進行環境教育，教學前後以訪談大綱對幼生進行訪談，並佐以教師與家長對幼兒的生活與課室觀察資料。
This study aims to investigate the effects of environmental education based on picture books on kindergarten children’s environmental awareness and behaviors. To conduct this study, the author creates environmental lesson plans based on 10 picture books about or forest conservation and environmental awareness and uses them to teach kindergarten children. This study collects first-hand data through interviewing those children before and after lesson plans as well as observing children’s behaviors in classroom and daily life. The results of this study show that environmental education based on picture books about forest conservation is useful for developing kindergarten children’s environmental awareness of forest conservation. Also, kindergarten children with higher environmental awareness of forest conservation are more likely to cherish papers and make environmental strategies of cherishing paper by themselves. Last, the indicators of environmental awareness and sensitivity for elementary and junior high school students are applicable to kindergarten children in appropriate ways.This research suggests that using environmental education issues to develop major class Lessons can let young children have longer opportunities to participate in environmental exploration, understanding environmental issues and making decisions on their own. In the course of environmental education, multiple activities and increasing time can integrate children’s concept. Recording the children's reactions in the environmental education to compare the interview should be emphasized.The time of observing children’s behavior should be prolonged in order to record the qualitative or quantitative changes of children’s environmental decision-making behavior. In the future study, different environmental issues and more questions about the same environmental questions can be added in order to children can express more about what they know.Children’s environmental awareness can reach the relevant stage of the Environmental Education Capability Indicators of the Ministry of Education. Future research can also be used for reference. Interviews, dialogue records, behavioral records should be used through the process of interaction with the young children for confirming whether the children understands or not.
|Appears in Collections:||環境與發展碩士學位學程|
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