The process and key factors that six junior high schools impels Environmental Service-Learning program

• Main Authors: Lin.Ching-Hsien, 林靜嫻
• Other Authors: Wang.Shun-Mei
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/54863889436209098952

碩士 === 國立臺灣師範大學 === 環境教育研究所 === 95 === Because of the difficulty to impels Environment Education in junior high schools now, and the development of Service-Learning as an teaching strategy . The researcher attempts take the junior high schools as the research field territory, and participate the Environmental Service-Learning（ESL） program of the six junior high schools to find the key factors that affects the six junior high schools to impel the Environmental Service-Learning program. The target groups of this research are the six junior high schools that practiced『my sweet home-community ecology Service-Learning program』in 2005.They are Taipei Municipal Tian-Mu Junior High School, Taipei Municipal Ming-Tsu Junior High School ,Taipei Country Municipal San-Ho Junior High School, Taipei Country Municipal Pali Junior High School, Taipei Country Municipal Ping-Shi Junior High School, Kaohsiung Municipal Zuoying Junior High School. Research methods include six-month participant observation, in-depth interviews, data collection. After data analysis, this research found the programs of these six junior high schools are different in the topic selection, curriculum design and teaching strategy. They all have the same challenge that include the limit and special characteristic of junior high school student, school manpower insufficiency, The Service-Learning cognition and specialized ability of teachers are insufficient, The community and school demand matching and the communication coordination are not easy , The plan time interval excessively is short , The funds and the policy are unstable ,and the pressure to enters a higher school. Therefore these are the key factors to affects junior high schools to impel Environmental Service-Learning program. include the fitness integrates ESL program into curriculum , the cognition and attitude of teachers, the attitude and coordination of community organization , administrative support and allocation of manpower in school , stable support of national policy . Finally, in light of the research results, some suggestions are proposed to teachers and schools. Includes integrate ESL program into curriculum, building the support, building good relation with community, to content the nature and doing than listening, more reflection and celebration, Continues a program for year, starting with small place. Some suggestions are proposed to the future researches. Includes various exploration for Environmental Service-Learning, the difference between Environmental Service-Learning g and Service-Learning, develop ESL program form community organization or folk association.