| Summary: | 碩士 === 國立花蓮教育大學 === 社會科教學碩士學位班 === 95 === This research is based on the ethics of “Naturalism”, “Ecological considered ethics”and “Environmental justice paradigm”, structured with 12 environmental value education degrees induced by Lin Wen Peng, therefore inducting 15 degrees of the environmental value contents. The researcher takes content analysis method and interview method.He analyzes the Han-Lin Version textbook of social studies learning area . Through the understanding of the environmental value education in the social studies learning area in elementary schools, the researcher hopes to develop education materials by re-editing the materials according to the school-based curriculum.Hopefully this is going to be helpful for the future environmental value education.
This research concludes:
1, There are 15 degrees of environmental value contents combined with the Chinese and western environmental ethical current of thought and the modern research of environmental value as reference for re-editing teaching materials.
2, Through analysis of the Han-Lin Version textbook of social studies learning area, the researcher detects many lacking environmental value degrees,According to teaching target ,the school-based curriculum increases the related degrees to reach the integrity of environmental value education.
3, It is not easy for the ordinary material of textbooks in the social studies learning area to connect with the student’s life experience, which also cannot let students have sympathy. But if the educators can re-edit the environmental value education materials according to the school-based curriculum, the students would learn the localized environmental value education which is more close to local context and the life experiences of the students. This can also fulfill the spirit for the school-based environmental value education.
The researcher suggests:
1, The educator should re-edit contents of environmental value education in the textbook：
Teachers should add the contents of the environmental value education, then the social section teaching is negative to be worth educational mission.
2, Re-editing facts of environmental value education materials in the textbook：
Teachers would take home in county city as main scope to re-edit facts of the textbook through” matching” and “adding ”methods, so that to match the curriculum and the life experience of students.
3. Re-editing concepts of environmental value education materials in the textbook：
According to learning target or point, teachers would extend suitable facts-based concepts of the environmental value education, making students get more concepts of environmental value easily through learning re-editing material.
4. Re-editing general rule of environmental value education materials in the textbook：
Teachers can change the general rule of textbook to facts-based general rule through "increasing general rule " and "re- general rule " methods, to match the life experience of student , and to learn easily.
5. Re-editing affection of environmental value education materials in the textbook：
Teachers can turn materials of school-based facts and concepts into affective target of the life experience of student, to promote student's feeling of teaching materials.
6. Re-editing technical skill/activity of environmental value education materials in the textbook：
Teachers can present real examples of life experience of student, provide active directions to students and arise motion of environmental action of students through “observation or copy action/behavior and convert into the behavior or the action according to concept or general rule” methods.
7, Follow-up research：
（1）Carry on a teaching action investigation further, then corroborating the teaching activity design.
（2）Extend the grade and edition of research to reach the integrity of reasearch.
（3） Carry on the research of the relativity amoung the degrees of the environmental value, to help teachers promote environmental value education easily.
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