| Summary: | 碩士 === 臺北市立教育大學 === 課程與教學研究所 === 95 === The objective of this work is to understand the current situations of
integrating competence indicators of environmental education into the
mandarin textbooks of primary school from different publishers in Nine-Year
Integrated Curriculum and to analyze the essential contents of competence
indicators of environmental education covered in the textbooks. We had
analyzed the 50 Ministry-of-Education-verified mandarin textbooks of all of the
volumes from all of the publishers, including Jenlin, Nan-Yi, Kang-Hsuan, and
Han-Lin. Based on content analysis, competence indicators of environmental
education were used as categories to analyze the distributions of the contents
of the textbooks corresponding to the concept of competence indicators of
environmental education and to study the essential contents of competence
indicators of environmental education covered in the textbooks. The results
showed that in the distribution of the contents of environmental education in
the textbooks from the different publishers, both total count of environmental
perceptual awareness and that of environmental knowledge were the most,
and next were environmental ethics, environmental action skills and
environmental action experience the decreasing order. The most competence
indicators in environmental perceptual awareness aspect, environmental
knowledge aspect, environmental ethics aspect, environmental action skills
aspect and environmental action experience aspect were 1-1-1(observing
surroundings by sense organs, positive and negative),2-1-1(knowledge of
nature and biology principles),3-1-2(full of curious ,and thinking of the meaning
and the value of environmental things),4-1-1(describe clearly their own
experiences and feelings of nature),and 5-2-3(Carries out the Green
consuming and the environmental protection program and the environmental
action) respectively.
Besides, below were some findings gotten in studying the essential
contents of competence indicators of environmental education covered in the
textbooks.
1. Environmental perceptual awareness: In texts, there were articles
expressing observing surroundings by sense organs, positive and negative
influences of the environment on human beings and effects of human
activities on the environment.
2. Environmental knowledge: There were plenty of topics about knowledge of
nature and biology principles. The contents with regard to the influence of
environmental problems of surroundings on individuals, schools and
communities can make how environmental problems affect human society
understood easily.
3. Environmental ethics: There were a lot of articles concerning conservation
of animals and plants in the texts. Moreover, topics as to social justice and
concerns about the disadvantaged were also included.
4. Environmental action skills: The primary kind of the articles is related with
topics expressing students can describe clearly their own experiences and
feelings of nature.
5. Environmental action experience: The topics can be divided into community
environmental protection and international environmental protection.
However the quantity of articles about international environmental protection
was few. There was only one article found.
Finally, based on the related works and the results of this work, some
suggestions were given for the organizations of education, editors of textbooks
and further researchers to take into consideration.
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