Analysis of environmental education subjects contained in Society textbooks used in senior high school

• Main Authors: LIU,SHENG-HAO, 劉勝豪
• Other Authors: TSENG,JUNG-HUA
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/s3q3hj

碩士 === 國立臺中教育大學 === 教育學系 === 106 === The purpose of this study is to understand the major issues in the environmental education of textbooks in the social field of ordinary senior secondary schools when promoting 12-year national education. In this study, 108 textbooks were collected from one to six volumes of Hanlin edition, Lungteng (Kangxi) edition,NanI edition for 105th year of senior high school. The content analysis was used to analyze five major environmental education issues in education connotation, as well as 20 learning topics extended under the connotation of five environmental education. The integration of textbooks into the social field of senior secondary schools. The conclusion of this study found that the environment education of textbooks in Hanlin edition, Lungteng (Kangxi) edition, NanI edition are： First, the environmental education content of 5 presentation (environmental awareness and sensitivity, the concept of environmental knowledge, environmental values and attitudes, environmental action skills, environmental action experience)：(A) According to the analysis of the overall social field, all three versions present the highest proportion of "environmental concept knowledge", followed by "environmental perception and environmental sensitivity", and the third and the version of "environmental values and attitudes" show no difference in ranking. (B) According to the analysis of geography, the three editions have the highest proportion of "environmental concept knowledge" followed by "environmental perception and environmental sensitivity" or "environmental values and attitudes", and there is not much difference in the ratio between editions. All versions of the environment Educational content accounted for more than 40%. (C) According to historical analysis: the proportion of environmental education in all versions of the proportion is low (less than or nearly 3%). (D) According to Citizens' Section, the content of environmental education connotation is the highest among Hanlin editions; Dragon (Kang Xi) is the second; while the southern edition is the least. Each edition presents the most with "environmental conceptual knowledge" followed by "Environmental Values and Attitude "and" environmental awareness and environmental sensitivity ", the NanI edition is relatively low. (E) Hanlin version, Dragon (Kangxi) version, the NanI version of textbooks in the field of social education in the five content distribution of non-uniform in all grades, are focused on basic knowledge, memory, lack of comprehensive use of content layout. Second, Environmental Education of The 20 learning topics are presented as follows: (A) According to the analysis of the overall social field, all versions fail to cover all environmental education topics. There is not much difference in the sort of themed topics in each edition. All of them are based on the basic understanding of environment and ecology Concept "," exploration of environmental issues "," environmental pollution and destruction of relationships with people ". (B) According to the geography analysis: All versions failed to fully present 20 themed topics, with "Basic Concepts of Environment and Ecology" as the most common, followed by "exploring environmental issues" or "environmental pollution and disrupting people Relationship". (C) According to historical analysis: The NanI edition shows the largest number of nine environmental education topics, and the three versions present less than 3% of the total. (D) Analysis by Civic education textbooks: The Hanlin and the NanI editions present 11 topics covering a wide range of environmental education topics. They are entitled "Environmental Justice and the Sustainable Development for Equal Generation," "Exploring Environmental Issues," "Understanding the Basic Concepts of Environment and Ecology More accounted for. (E) 20 learning topics of environmental education in Hanlin edition, Lungteng (Kangxi) edition and the South China edition of social field textbooks are unevenly distributed in all grades. Finally, the following suggestions are put forward: (1) to design and study practical environmental education in teaching and research; (2) to strengthen the integration among various fields of study; (3) to propose future research: (A) Textbook analysis of other high school learning fields to examine the landscape distribution of environmental education topics in high school textbooks. (B) teaching methods should be the theme of environmental education to explore the issue of practical action to address environmental plight.