An Action Research on the Creation of a Habitat on Campus to Implement Environmental Education in Cyuchih Elementary School in Taipei county

• Main Authors: Ping-Chang SungPing-Chang Sung, 宋秉璋
• Other Authors: Ming-Ching Shih
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/05404963052566242362

碩士 === 國立花蓮教育大學 === 生態與環境教育研究所 === 95 === In this study, action research is applied. An elementary school teacher and sixth graders practice schoolyard habitats educational activities, and study the influence of the operation and management of schoolyard habitats upon the school. The teacher designs and implements local as well as biodiversity educational activities, based on the schoolyard habitats, for the forth graders. The students’ learning effect and the teacher’s growth of profession are discussed and also taken as the reference for school-based curriculum. The main conclusions are as the following: 1. Developing schoolyard habitat is an active environmental education: it is meaningful for students, teachers and school if the teachers are well-prepared in mentality, in profession and in teaching preparation in advance. 2. Using schoolyard habitat to implement environmental education is effective for environmental education: teachers’ implement of schoolyard habitats, which is based on multiple curriculum plan and adequate teaching preparation, benefits both the students’ learning and the teacher’s teaching ability. 3. Teachers’ usage of schoolyard habitats to develop teaching material is benefit to the progress of teaching profession: During the development of schoolyard habitat teaching material, teachers improve their abilities of designing teaching material , using computer technology, self-improvement and action research by studying various relative materials or designing teaching activities. 4. Operating and managing schoolyard habitats by both teachers and students is practicable: Students’ help to maintain the schoolyard habitats lets the teachers manage the schoolyard habitats more flexibly under teachers’ time limitation. Besides, providing teaching materials, holding workshops, and setting signs and so on can help other teachers, students or people in the community know how to make use of the schoolyard habitats correctly. 5. Operating and managing schoolyard habitats as well as practicing environment education is quite positive in the future: During the process of operating and managing schoolyard habitats, the use of campus is transferred into a part of curriculum. It is also favorable to the improvement of teaching ability and the fame of the school.