A Research of Integrated Curriculum about Environmental Education through Coherent Ecological Park

• Main Authors: Yu-Feng Yang, 楊玉鳳
• Other Authors: Jin-Shoei Kuo
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/61319710912342858712

碩士 === 國立臺北教育大學 === 社會與區域發展學系碩士班 === 102 === This study’s aim is to explore the developmental process about "a coherent ecological park" environmental education instructional modules integrated curriculum.After the implementation of environmental education in the five connotation ,researcher can investigate students’ transformation in this course、teaching reflection and professional growth. This study uses action research approach to sophomores in the elementary school. The school near coherent ecological park where the researchers teach is the teaching field. Researchers also combine with the environmental concept about "ecological corridor" to carry out teaching activities. By video recording、observation interviews、teaching reflection journals、learning a single variety of ways, researchers can collect data、analyze、organize and summarize the results. The main conclusions are: （1）The use of coherent ecological park resources is suitable for environmental education integrated curriculum development .Combine the environmental issue of "ecological corridor" is in line with the times and fit the spirit of nine-year curriculum.（2）During the process of ecological learning experience in environmental education,students can extend coherent ecological park experience, and have positive change and growth in the five connotations of it.（3）"Coherent ecological park" environmental education curriculum integration can prompt researchers to get change and growth in professional knowledge、 skills and attitude. According to the research findings, researchers have proposed the implementation of environmental education for elementary curriculum recommendations: （1）Environmental programs should be combined with students’ living environment and cooperated with students' ability to learn. Cognitive development of students in lower grades unlike other stages, should take diverse interesting teaching methods to transform the environmental concept that is able to achieve educational learning effect.（2）Resources and features are different. Integrating ecological resources can combine with the macroeconomic thinking about "ecological corridor" as environmental education curriculum’s planning and design.（3）Environmental education should be implemented in a coherent low-middle and high school. Future research could be planned as a complete teaching environmental course. Research methods can also be adopted quantitative research or quality complementary manner.