| Summary: | 碩士 === 國立臺中教育大學 === 環境教育研究所 === 97 === The environmental education propels depending on the public, and implements especially rooting in the early childhood. The purpose of this paper is trying to find out that if the early childhood teachers could chose proper picture books for connecting to the elementary environmental education when the government pushes forwarded the Nine-Year Integrated Curriculum. By borrowing The Nine-Year Integrated Environmental Education Curriculum’s five domains as the five main categories and eleven items as the sub-categories to be an analysis tool. To analysis forty picture books which were chosen by Taichung county’s early childhood teachers as a good picture books were found the result as following。The first, on the environmental education connotative meaning quantity analysis: on the main categories aspects, on 「environmental sense and environmental sensitive」 was occupied the highest rate, 「environmental action experiences」was occupied the lowest rate, and 「environmental action skills」didn’t be mention at all；On the sub-categories aspects, on 「the experience for the natural environment」was occupied the highest rate, 「home and campus environmental inquiry and solving 」was occupied the lowest rate, but「environmental problems investigation」、「environmental ethics」、「environmental issues investigation」、「campus and community plan」and「globe environmental problems investigation」these five sub-categories didn’t be mention at all. The second, the Environmental Education content quality analysis found that some topics were not found in The Nine-Year Integrated Environmental Education Curriculum’s, such as, 「The Nature has heal effects」、「The action of planting flowers has enhanced health」and「The beautiful scene can soft or change one’s temper 」. Following the findings, the suggestions to picture books publisher、early childhood teachers、teacher education institutes and further study are given.
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