環境教育遊戲化活動中兒童參與之研究

• Main Authors: Jing-tyng Shiue, 薛靜婷
• Other Authors: Bing-ming Song
• Format: Others
• Language: zh-TW
• Published: 1999
• Online Access: http://ndltd.ncl.edu.tw/handle/52217412224748735625

碩士 === 國立東華大學 === 自然資源管理研究所 === 87 === The popular groups, international research conferences, network, and publishing in Taiwan often use games to make children interested in environmental education (EE) and help them to understand the difficult principles. Playing games is the main activity for children, so children could get much more awareness through the games than the formal lessons. In this research, the games are practiced to find the principles of the EE activities through the processes of the children activities and the informal discussions. The games as the primary and the general classes are used in the research. The research is proceeded on the fifth grade of the elementary school students through observation, visitation, opening examination papers, informal discussion, analysis of the documents, coding labels, and the observer comments. The purpose is to observe every kind of the result of the EE activity, children''s attitude to the environment, and children''s opinions to the activities and to sum up the characteristics of curriculums according to the model of children games. Children''s consumptive concept is still observed to consume much more than they need. They waste goods or treat other spirits in a free way, so the natural resources will be exhausted faster. If we could lead the young ones how to value the used things as their friends, they will treasure them in their practical living. About the pattern of the plays, children prefer the exploratory games that are active, mystical, unknown, risky, for instance: treasure - seeking. If the game imitates the natural principles, it needs a short time to be practiced. The activity has to be diversified, hindering, exciting, vigilant and flexible. The imaging play is like a round table conference, roles in plenty parts and performs realistically. The scientific games are better to be proceeded singly, be operated, make some toys or play tricks. The characteristics of the environmental curriculums children love are application to life, local, various, real and easy to operate the proper procedures. Application to life means the combination of the curriculums and the experiences in the daily living. Local curriculums mean to learn how to get along well with nature from the local knowledge and culture. Variation is due to the wide thinking of the environmental problems. The suggestion is to make an integrated curriculum according to the topics and then divide it into many kinds of classes to carry out at the same time. Perceptions and operations stress that children could directly experience how to aware nature and discover the principle, not through the indirect information. It will make the children be more responsible to the environment by operating practically and attending the campaigns. Making a report on a special topic through the discussion of small group is the way to solve the problems. Another suggestion is about the practice of the EE in Taiwan. We have to keep some wide countries for children to play, to collect some touching environmental stories and print it to volume, and make some EE TV programs. The practices of the environmental education accepted by children could be more effective.