| Summary: | 碩士 === 國立中正大學 === 教育研究所 === 97 === This investigation is conducted by a fourth-grade teacher on the action research of environmental education curriculum design, and it aims at developing the action research of curriculum development in order to advance students’ knowledge in environment and establish students’ positive, active attitude and values about environmental morals.
The environmental education curriculum in this paper is developed according to the following research questions:
1.Investigating the environmental education problems encountered by the fourth grade in elementary school and conducting a scenario analysis as well as reflection.
2.Developing an action plan for carrying out the environmental education curriculum in fourth grade in the elementary school and conducting reflection.
3.Looking for collaborative partners to conduct action research and reflection.
4.Investigating the implementing progress of environmental education action plan and conducting reflection.
5.Investigating the evaluation effectiveness on environmental education and conducting reflection.
According to the major findings, this study obtains the conclusions as follows:
1.The problems relevant to environmental issues, which are encountered by the research scenarios, include: students do not treasure foods; students do not cherish the available resources; the environmental education at school is limited to recycling and beautification; students have only little knowledge of the
environment issues valued globally; the wrong environmental education demonstration by the community residents negatively influences students. According to the scenario analysis result of SWOTA, it is necessary to set the environmental education curriculum into action in the research scenario.
2.The design of the environmental education curriculum is based on six steps, respectively ascertaining the teaching content of environmental education, planning class visions and course objectives, designing teaching activities and setting up teaching goals, sorting the order of teaching activities, designingrelevant matching resources, and examining and revising curriculum plan.
3.This study brings the function of collaboration into full play through inviting school colleagues to be collaborative partners and applying the operational methods including discussing and revising the action plan, labor-dividing and cooperating while carrying out the course, and reviewing the teaching effects.
4.The action plan of environmental education in this study is carried out by employing seven action strategies, respectively preparation before course implementation, seeking for parental support, diversified teaching methods, well employment of online resources, further study and inquiring various people to obtain the professional skill in teaching, continuous introspection and self-revision, and persistently collecting data to acquire feedbacks.
5.This study evaluates the environmental education curriculum plan from three perspectives, namely the learning effects of students, the teaching effects of teachers, and the course design.
Finally, according to the conclusions, this study brings up suggestions for educational administrations, school administrations, the teachers who would like to bring the environmental education curriculum into practice, and future research respectively.
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