A Research of Environmental Issue Teaching through the Media of Picture Books

• Main Authors: Mei-Lin Liu, 劉美玲
• Other Authors: 王佩蓮
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/31767951716147119794

碩士 === 臺北市立師範學院 === 科學教育研究所 === 90 === Through the amount of publishing and sales which indicate that: the picture books have taken a more and more important position on the literature. Scholars also recognize that the picture books have been greatly helpful to students about language learning, aesthetics appreciation, providing living experience. Many of researches also tried to apply picture books to different kinds of fields, such as science, society, and ethics etc., the research result points out that which could improve the students’ attitudes toward science, utilitarianism ethics. etc. Meanwhile the important factors of environmental education are cognition, emotion, instinct, and appreciation of aesthetics, which is in accordance with the true value of picture books. So, the main purpose of this research is to go the environment issue-oriented teaching through the picture books as a media, and record its process and results. The mainframe research method is focus on “ Quality “, and accompanied by the methods of “ Quantities”. The research could divide into four parts: The first part is to discuss the process of designing the environment issue teaching activities and through the picture books as a media; The second is to select “The relationships between exploiting activities and natural environment of human being” as a topic when doing environmental issue teaching activities; The Third is to develop the questionnaire of environment attitudes and through it to understand the effects of students’ environment attitudes when participating the teaching activities ; The fourth is to use questionnaire to understand students’ opinions and gains from learning teaching activities. The final research result is as following: 1. The Process of designing teaching activities: We adopt issue-oriented method in teaching activities and through the picture books to make students realizing the relationship between nature and human developing. Human’s life style can affect nature and environment. The negative effects are pollution and environmental destroying; those could also affect our life and force us to understand the importance of environmental protection. In order to reach the goals above, we select nine picture books: “Small House”, “Waterfall Town”, “Ring-Ring Every Year of Digging Machine-changing of home country”, “Little Camp House”, “The Diary of Aliens”, “Our New Home”, “Michael Bird Boy”, “Der Standhafte Zinnsoldat”, “Miss Rumphius”, We put reading, writing, story mapping into practice and add two environmental teaching activities, such as investigating the environmental problems and beautifying the landscape. 2. The Learning Achievement: Students can capture environmental concepts from picture books and make commitments of protecting and loving nature. Furthermore, they express opinions and take actions. Besides, they can also find out the connections between human developing and nature, then responding with their life experience. 3. Environment attitude: We analyze students’ questionnaire of environment attitudes, then find out that by using picture books to teach environmental issue, we could upgrade students’ environment attitudes significantly (t=9.031,p<0.5). 4. The Students Favorite Picture Books: Students like the most is “Der Standhafte Zinnsoldat”, and then is “Miss Rumphius”. The feature is as following: (1) Contents: Students prefer complex, vivid and practical plots. The story needed to inspire and carry out their knowledge and learning. So that we could infer they like interesting and functional picture books. (2) Pictures: The colorful and exquisite picture books are also welcome. Readers can infer the story by pictures and which makes them feel challenging. Students often feel bored in pictures books, which lack of graphs. 5 Students gains and opinions from learning: (1) Preference: 86.5% of the students like the selected picture books in these teaching activities and 92.7% of them prefer this kind of activities. Therefore, students maintain positive attitudes toward these activities. (2) Opinions of teaching: Students expect to have more opportunities to debate and discuss; they also hope being challenged by teachers. (3) Suggestion: Students’ performance should not be valued by score but by various level, i.e. “Quality Evaluation”. From the perspective of the above research, we can conclude that the environment issues -oriented teaching activities can be exercised through fonts and pictures of picture books as a teaching media, and this process can also help students to achieve three major goals: cognition, affective, psychomotor I.E. the above environmental issues -oriented teaching activities through the picture book is definitely the doable. There are some suggestions for its future: (1) Teaching Aspects: The elementary school teachers can teach environment issue by using picture books or integrate children’s literature in different teaching fields. (2) Future Prospects: By developing a set of picture books analysis index or researching the environment idea in picture books, primary teacher can adopt environmental education. (3) Teacher cultivation: The teachers cultivating institute should design courses and activities to related to children’s literature in order to provide training.