| Summary: | 碩士 === 國立臺灣海洋大學 === 環境生物與漁業科學學系 === 95 === Abstract
The research is mainly focused on the implementation of oceanic education starting from the schooling year of 93. From angles of practical experience by teachers and administrators ‘ position, the research almost taken 3-year analysis to see its feasibility hopes to clarify its both advantages and disadvantages for its futuristic development. Results of the research are shown as follows:
1. The city of Keelung is full of merits for developing oceanic education: the manifold environments of nature help students find correct knowledge at site. Long history of culture makes us to learn from mistakes we have made. Sound structure of industry enables most people living in this city to own a fundamental knowledge of ocean because resource is everywhere. If we could make a good use of this advantage, oceanic education in Keelung city will definitely be a local education filled with characteristics.
2. In 2004, keelung municipality has formed a official group of oceanic education for the development of junior high school and elementary school. In addition, it is also trying to use oceanic local teaching for nourishing the citizen of oceanic city. With that, students are efficiently experienced the essences of oceanic culture to experience the spirit of adventure, to develop variously, to include infinity of its oceanic essence as well as to reach the aim for perpetuity.
3. There are 9 elementary schools put the oceanic education into practice. Based on the autonomous principle of teacher’s profession at each school, teaching strategy is composed by all the teachers at a certain grade commonly. Each school basically is able to create varieties of curricula with flexibility according to its geographic application. for example, schools near coast line have their advantages for lecturing oceanic education at its best for sure, but those far from coast line also have ocean education easily caught by students by connecting with historic culture t reach the same educational aims as those near coast line.
4. The questionnaire taken for the priority of oceanic educational teaching content at elementary schools in Keelung city shows in sequence of 1. The protection of oceanic ecology, 2. the variety of oceanic creatures, and 3. natural ecology between sea’s ebbing and flood tide.
5. The questionnaire taken for the understanding of oceanic education shows in sequence of 1. every grade needs to connect each other in its content step by step in order to enhance students’ affection for ocean and further try to learn relevant knowledge from it. Context for elementary school in these days are severely short of a complete concept for overall oceanic ecology. Also, there is totally no connection among each grade at schools. Oceanic education has implemented completely and systematically solely in some official educational systems and schools. They also need some cooperation or technical supports from some unofficial educational system for its completion. 2.the questionnaire taken for the obstruction for implementation of oceanic education shows in sequence of 1.sound oceanic education, 2. lack of professional training for lecturers and shortage of both local education and 3. the notion of oceanic education between parents and their children.
Key words: Marine education in Keelung city,Marine homeland education, 1~9 Curriculum curricula , Marine environment
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