環境教育繪本對保護森林資源珍惜用紙覺知之研究－台北市福星附幼之個案分析

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。 研究結果顯示，保護森林資源繪本的環境教育能提升幼兒環境覺知；而保護森林資源環境覺知的提升，有助於幼兒產生珍惜用紙行為，且幼兒能自行產生珍惜用紙的相關環境策略；國中小的環境覺知與敏感度階段指標透過適當方法的運用亦可適用於幼兒。本研究建議，以環境教育議題來發展主要班級課程，讓幼兒有更長時間參與環境探索、瞭解環境議題與自行決策的機會；在環境教育的課程中，活動方式多元與增加時間，來統合幼兒對於環境教育的概念，並紀錄在環境教育中幼兒的反應，以對照訪談內容或其相關環境行為；研究可加長行為觀察的時間，紀錄幼兒在環境決策行為方面是否有質或量的改變；未來研究可增加不同的環境議題，並在相同的環境訪談問題下設計幾個同樣概念的問題，以期幼兒能完整表達腦中的想法；幼兒的環境覺知可以到達教育部環境教育環境覺知與敏感度項目能力指標的相關階段，未來研究亦可參考使用，唯幼兒階段需要藉由與其互動的過程，運用訪談、對話紀錄及行為紀實等相關方式確認幼兒是否瞭解。

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.