| Summary: | 碩士 === 大仁科技大學 === 環境管理研究所 === 103 === Based on the paper reviews, it indicates that, teachers in elementary school use picture-books as an assistant way into their teaching, but few teachers were involved in environmental education. Commercial picture-books were always selected as a reference textbook for teacher owing to its convenience. Of course, formal textbook could not attract student to read and care after education because this content is out of their living environment. Hence, the creation of picture-book produced from local environment looks so important for children to comprehend and inspect problems induced from human unawareness. Mild retarded students are existed in elementary school; however, they could not obtain more environmental knowledge from current picture-books. Consequently, the application of picture-books into mild retarded students to promote words recognization, vocabulary lists, reading comprehension and social abilities is our objects in this research. Regarding to the principle skeleton of self-created picture-books, water resource was evaluated as a topic in consideration of local issue. Meanwhile, action research including the track of the researcher teaching record, interview, teacher observations, was conducted through the activity of teaching in self-creation of picture-books. Data collected was evaluated the feasibility of teaching activity and the cognition of students on environmental issue. The important achievements were summarized as the followings. Three units of self-created picture-books about water resources were completed, including “the pretty Hao-Jung” describing the pretty on the water recycling journey in the green school, “the miracle of Ha-Feng wetland water” describing journey of water purification when the joy saw the wealth and “water loves water-saving” describing water recycle from groundwater to daily usage of water and the propaganda of water-saving. Regarding to the effects of teaching model, compared the pre-test with post-test in the cognition of water resource for Individual exceptional student, a remarkable divergence as well as procrastinated effect on knowledge were found in these exceptional students. Also, the practices of saving water in living life, including taking shower, brushing with drinking cups and to control the water flow after using toilet, were carried out in their daily living. Self-created picture book looks as an available model to be learned by the exceptional students in accordance with their distinguishing characteristics.
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