國小四、五年級環境教育融入自然與生活科技領域教科書之內容分析

• Main Author: 徐鑾娟
• Other Authors: 賴慶三
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/43520395654163001218

碩士 === 國立台北師範學院 === 課程與教學研究所 === 93 === Abstract The purpose of this study was to explore the content about environmental education in textbooks of the “Science and Technology Area” in elementary school. By doing so, the amount and fitness of contents about environmental education in Science and Technology Area textbooks could be revealed and understood. Ultimately, this study could be the reference for the textbook editors when they edit and revise the textbook. The methodology used in this study was literature analysis and content analysis. “Science and Technology Area” textbooks for volumes seven, eight, nine, and ten which are published by four officially approved private publishers will be analyzed. The results are: 1. The content of environmental education﹘quantity analysis (1)The presentation of “environmental awareness and sensitivity” in version S, H, and K shows that the proportion of this topic in volume 7, 8 is higher than those in volume 9 and 10. (2)The proportion of “environmental concept knowledge” in volume 7 of version S is slightly insufficient. (3)The proportion of “value and attitude toward environment” is inadequate. (4)The content about “skills in environment” in Volume 10 of Version S and H, Volume9 of Version C; Volume 9, 10 of Version K are slightly insufficient. (5)The content in Volume 9 and 10 of Version S has higher proportion of “experiences in environment”. 2. The content of environmental education﹘qualitative data analysis Version S, H, C and K fit competence indicators of environmental awareness and sensitivity, competence indicators of concept knowledge of environment, competence indicators of value and attitude toward environment, competence indicators of skills and experiences in environment According to the above conclusions, suggestions could be made for future, related studies: Suggestions for follow-up studies: extend the research scope, and participate in real- life environments to understand real-life teaching conditions.