以服務學習為取向的環境教育課程設計

Abstract

本研究以服務學習為取徑，選取新竹客庄地區三所各具特色的國小環境教育課程，透過分析比較環境教育結合服務學習的課程設計，並且訪談課程設計者，嘗試尋找課程創新，以及整體推動發展的策略。

本研究設計探討案例學校課程在服務學習的「準備」、「服務」、「反思」，與「慶賀」的過程中，注重「協同合作」、「互惠」、「多元差異」、「以學習為基礎」、「以社會正義為焦點」的核心特質，達成環境教育的目標。

本研究發現這些學校推動成功的原因有以下五種，包括了：一、教育理念是主要的核心；二、課程設計必須搭配在地與學校整體發展方向；三、課程必須與社會資源整合；四，做中學的過程中，彼此師生的互相支持很重要；最後，覺知與環境倫理是環境教育的重點。

這樣的發現對於客家庄縣市別具意義，自然、歷史與文化環境資源充沛的客庄有更多潛力在環境教育中融入服務學習。在未來的應用上，善用客庄優勢以環境服務學習做為客庄文化傳承，並且推廣客庄教育以及休閒遊憩的發展，將是未來應用的重要趨勢。

Based on Service-Learning, this study chose three unique elementary school environmental courses in Hakka villages in Hsin Chu. We interviewed the course designers, compared the courses, and analyzed them in order to seek innovative approaches for curriculum design and the strategies to motivate faculties. The core research question is: How to achieve the goals of environmental education through the implementation of Service-Learning (collaboration, reciprocity, diversity, learning-based, and social justice focus).

This study concludes five successful reasons: First, different educational ideas can be verified through the implementation of service learning courses. Second, course design should have close cooperation the local and school developments. Third, school should seek more linking with social recourses. Fourth, inter-supporting between teachers and students is very important in the process of learning by doing. Finally, perceptual awareness and environmental ethic are the key concepts in environmental education.

Our finding means a lot to Hakka villages in Taiwan. Surrounded by numerous natural, historical, and cultural resources, Service-Learning in Environmental Education is a great chance for Hakka villages to inherit Hakka culture and to promote education and leisure amusement development.