Implementation Status of Environmental Education Act in the Elementary Schools of Changhua County 賴美真、葉啟輝

Implementation Status of Environmental Education Act in the Elementary Schools of Changhua County

賴美真、葉啟輝

E-mail: 381859@mail.dyu.edu.tw

ABSTRACT

This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental This research was aimed at observing the current status of Environmental Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the Education Act implementation in Changhua County. The research was based on the quantitative research. And a s quantitative research. And a s quantitative research. And a s quantitative research. And a s quantitative research. And a s quantitative research. And a squantitative research. And a s quantitative research. And a s quantitative research. And a squantitative research. And a s quantitative research.

And a squantitative research. And a squantitative research. And a selfelf -edited questionnaire was used as a means of data edited

questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited questionnaire was used as a means of data edited

questionnaire was used as a means of data edited questionnaire was used as a means of data collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting.

The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting.

The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting.

The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of collecting. The questionnaire was sent out to 175 officials who were in charge of implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County.

implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County.

implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County.

implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County.

implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County.

implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County.

implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County.

implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County.

implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County.

implementing environmental education at elementary schools in Changhua County. implementing environmental education at

elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County.

implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County.

implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County.

implementing environmental education at elementary schools in Changhua County. implementing environmental education at elementary schools in Changhua County. There were totally 140 questionnaires cons There were totally 140 questionnaires cons There were totally 140 questionnaires consThere were totally 140 questionnaires consThere were totally 140 questionnaires consThere were totally 140 questionnaires cons There were totally 140 questionnaires consThere were totally 140 questionnaires cons There were totally 140 questionnaires consThere were totally 140 questionnaires cons There were totally 140 questionnaires consThere were totally 140 questionnaires consThere were totally 140 questionnaires cons There were totally 140 questionnaires cons There were totally 140 questionnaires cons There were totally 140 questionnaires cons There were totally 140 questionnaires cons There were totally 140 questionnaires cons There were totally 140 questionnaires consThere were totally 140 questionnaires cons idered valid idered valididered valid idered valid idered valid idered valid, which meant a 81% return which meant a 81%

return which meant a 81% return which meant a 81% return which meant a 81% return which meant a 81% return which meant a 81% return which meant a 81% return which meant a 81% return which meant a 81% return rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate.

These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods rate. These 140 valid questionnaires were analyzed through the statistical methods including mean, standard deviation, independent sample t including mean, standard deviation, independent sample tincluding mean, standard deviation, independent sample t including mean, standard deviation, independent sample t including mean, standard deviation, independent sample tincluding mean, standard deviation, independent sample t including mean, standard deviation, independent sample tincluding mean, standard deviation, independent sample t including mean, standard deviation, independent sample t including mean, standard deviation, independent sample t including mean, standard deviation, independent sample t including mean, standard deviation, independent sample t including mean, standard deviation, independent sample t including mean, standard deviation, independent sample tincluding mean, standard deviation, independent sample t including mean, standard deviation, independent sample t including mean, standard deviation, independent sample tincluding mean, standard deviation, independent sample tincluding mean, standard deviation, independent sample t-test, one test, one -way analysis of way analysis of way analysis of way analysis of way analysis of way analysis of way analysis of way analysis of way analysis of way analysis of way analysis of way analysis of variance and Pearson correlation analysis, proc variance and Pearson correlation analysis, proc variance and Pearson correlation analysis, proc variance and Pearson correlation analysis, procvariance and Pearson correlation analysis, procvariance and Pearson correlation analysis, procvariance and Pearson correlation analysis, proc variance and

Pearson correlation analysis, procvariance and Pearson correlation analysis, procvariance and Pearson correlation analysis,

procvariance and Pearson correlation analysis, procvariance and Pearson correlation analysis, proc variance and Pearson correlation analysis, procvariance and Pearson correlation analysis, proc variance and Pearson correlation analysis, procvariance and Pearson correlation analysis, proc variance and Pearson correlation analysis, procvariance and Pearson correlation analysis, proc variance and Pearson correlation analysis, procvariance and Pearson correlation analysis, procvariance and Pearson correlation analysis, proc variance and Pearson correlation analysis, proc variance and Pearson correlation analysis, procvariance and Pearson correlation analysis, proc variance and Pearson correlation analysis, procvariance and Pearson correlation analysis, proc essed with SPSS for window essed with SPSS for window essed with SPSS for window essed with SPSS for window essed with SPSS for window essed with SPSS for window essed with SPSS for window essed with SPSS for window essed with SPSS for window essed with SPSS for window essed with SPSS for window essed with SPSS for window essed with SPSS for window 12.0/PC. 12.0/PC.12.0/PC. The conclusions were as followed: The conclusions were as followed: The conclusions were as followed: The conclusions were as followed: The conclusions were as followed: The conclusions were as followed: The conclusions were as followed:The conclusions were as followed:The conclusions were as followed: The conclusions were as followed: 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1.

95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the

environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the

environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the

environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the

environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the

environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the

environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the

environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; 1. 95% of the environmental education officials did not obtain a qualified certificate; only 5% of them did.

Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did.

Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did.

Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification only 5% of them

did. Therefore, the environmental education official certification only 5% of them did. Therefore, the environmental education official certification programme shall programme shallprogramme shall programme shallprogramme shall programme shall be improved. be improved. be improved. be improved. be improved. 2. The environmental education officials achieved a middle 2. The environmental education officials achieved a middle 2. The environmental education officials achieved a middle2. The

environmental education officials achieved a middle2. The environmental education officials achieved a middle 2. The environmental education officials achieved a middle 2. The environmental education officials achieved a middle2. The environmental education officials achieved a middle2. The environmental education officials achieved a middle 2. The environmental education officials achieved a middle2. The environmental education officials achieved a middle 2. The environmental education officials achieved a middle 2. The environmental education officials achieved a middle 2. The environmental education officials achieved a middle 2. The environmental education officials achieved a middle 2. The environmental education officials achieved a middle2. The environmental education officials achieved a middle2. The environmental education officials achieved a middle 2. The environmental education officials achieved a middle 2. The environmental education officials achieved a middle2. The environmental education officials achieved a middle2. The

environmental education officials achieved a middle 2. The environmental education officials achieved a middle -high level of high level of high level of high level of high level of high level of high level of high level of understanding the Environmental Education Act. understanding the Environmental Education Act. understanding the Environmental Education Act. understanding the Environmental Education Act.understanding the Environmental Education Act. understanding the Environmental Education Act.

understanding the Environmental Education Act. understanding the Environmental Education Act. understanding the

Environmental Education Act.understanding the Environmental Education Act. understanding the Environmental Education Act.

understanding the Environmental Education Act.understanding the Environmental Education Act.understanding the Environmental Education Act. 3. A four 3. A four3. A four3. A four 3. A four-hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education

programme for students was mostly hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour

environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education programme for students was mostly hour environmental education

programme for students was mostly hour environmental education programme for students was mostly conducted through field trips. As for teachers, aconducted through field trips. As for teachers, a conducted through field trips. As for teachers, a conducted through field trips. As for teachers, a conducted through field trips. As for teachers, aconducted through field trips. As for teachers, a conducted through field trips. As for teachers, a conducted through field trips. As for teachers, a conducted through field trips. As for teachers, aconducted through field trips. As for teachers, a conducted through field trips. As for teachers, a conducted through field trips. As for teachers, a conducted through field trips. As for teachers, aconducted through field trips. As for teachers, a conducted through field trips. As for teachers, aconducted through field trips. As for teachers, aconducted through field trips. As for teachers, a conducted through field trips. As for teachers, a conducted through field trips. As for teachers, attending speeches was the main ttending speeches was the main ttending speeches was the main ttending speeches was the main ttending speeches was the main ttending speeches was the main ttending speeches was the main ttending speeches was the main ttending speeches was the main ttending speeches was the main ttending speeches was the main ttending speeches was the main ttending speeches was the main ttending speeches was the main ttending speeches was the main ttending speeches was the main method to receive environmental education. method to receive environmental education.method to receive environmental education.method to receive environmental education. method to receive environmental education.method to receive environmental education. method to receive

environmental education. method to receive environmental education. method to receive environmental education.method to receive environmental education. method to receive environmental education. 4. Nature Conservation was the most 4. Nature Conservation was the most 4. Nature Conservation was the most 4. Nature Conservation was the most4. Nature Conservation was the most4. Nature Conservation was the most 4. Nature Conservation was th

Keywords : 環境教育、環境教育法、執行現況

Table of Contents

封面內頁 簽名頁 中文摘要 · · · iii ABSTRACT · · · iv 誌謝 · · · vi 目錄 · · · vi i 圖目錄 · · · xi 表目錄

· · · xiixii 第一章 緒論 · · · 1 1.1 1.1 研究背景與動機 研究背景與動機 · · 1 1.2 1.2 研究目的 · · 4 1.3 1.3 研究範 圍及限制 研究範圍及限制 · · 5 1.4 1.4 名詞釋義 · · 5 1.5 1.5 研究流程 · · 6 第二章 文獻探討 · · 8 2.1 2.1 環境教 育 · · 8 2.1.1 2.1.1 2.1.1 國際環境教育的發展 · · 8 2.1.2 2.1.2 2.1.2 我國環境教育的發展 · · 12 2.1.3 2.1.3 2.1.3 環境教 育的定義與目標 · 13 2.1.4 2.1.4 2.1.4 環境教育的內涵 · · 16 2.1.5 2.1.5 2.1.5 學 校環境教育的與· 17 - vii - 2.1.62.1.6 小 結 · · 18 2.2 2.2 環境教育法 · · 19 2.2.1 2.2.1 2.2.1 我國的環境教育政策 · · 19 2.2.2 2.2.2 2.2.2 環境教育法的內容 ·

· 21 2.2.3 2.2.3 2.2.3 環境教育法的特色 · · 25 2.3 2.3 環境教育法相關研究 環境教育法相關研究 · · 29 第三章 研究方 法 · · 32 3.1 3.1 研究架構 · · 32 3.2 3.2 研究對象 · · 33 3.3 3.3 研究工具 · · 34 3.3.1 3.3.1 3.3.1 擬定問卷架構、建 立專家效度 · 34 3.3.2 3.3.2 3.3.2 預試問卷分析 · · 35 3.3.3 3.3.3 3.3.3 正式問卷定稿 · · 42 3.4 3.4 資料處理與分析 資 料處理與分析 · · 44 第四章 研究結果與討論 · · 46 4.1 4.1 分析研究對象背景變項 分析研究對象背景變項 · · 46 4.2 4.2 彰化縣國民小學環境教育法 彰化縣國民小學環境教育法 執行 現況 · 50 4.2.14.2.1 環境教育法 執行 現況整體分析 · 50 4.2.2 4.2.2 4.2.2 環境教育法認知程度 · · 51 4.2.34.2.3 執行環境教育的做法 · · 52 4.2.44.2.4 環境 教育法之需求、建議 與困環境 教育法之需求、建議與困· 60 4.34.3 不同背景承辦人員對環境 不同背景承辦人員對環境 教育法認知、 教育法認 知、 需求、困境之 需求、困境之 差異 · · 63 4.3.14.3.1 不同性別承辦人對環境教育法實施之差異分析 不同性別承辦人對 環境教育法實施之差異分析 · 63 - viii - 4.3.24.3.2 不同年齡承辦人對環境教育法實施之差異分析 不同年齡承辦人對環境教 育法實施之差異分析 · 64 4.3.34.3.3 承辦人教育程度對環境法實施之差異分析 承辦人教育程度對環境法實施之差異分析

· 65 4.3.44.3.4 學校規模對環境教育法實施之差異分析 學校規模對環境教育法實施之差異分析 · 66 4.3.54.3.5 承辦人職務 對環境教育法實施之差異分析 承辦人職務對環境教育法實施之差異分析 · 68 4.3.6 4.3.6 4.3.6 環教業務人員數對境育法實 施 環教業務人員數對境育法實施 之差異分析 70 4.3.74.3.7 不同環教年資承辦人對於境育法實施之差異 不同環教年資承辦 人對於境育法實施之差異 分析 · · 72 4.3.84.3.8 不同「專業背景」之承辦人對於環境教育法實施 不同「專業背景」之承 辦人對於環境教育法實施 之差異分析 · · 75 4.3.94.3.9 承辦人「是否取得認證」對於環境教育法實施 承辦人「是否取得 認證」對於環境教育法實施 之 差異分析 · · 76 4.3.104.3.10 4.3.10 不同「城鄉區域 」之承辦人在環境教育法實施 」之承 辦人在環境教育法實施 之差異分析 · · 77 4.3.114.3.11 4.3.11 討論 · · 78 4.44.4 環境教育法的認知與落實需求建議、 環 境教育法的認知與落實需求建議、 環境教育法的認知與落實需求建議、 困境之相關分析 · · 80 4.54.5 承辦人員對於落實 環境教育法的相關意見 承辦人員對於落實環境教育法的相關意見 承辦人員對於落實環境教育法的相關意見 · 81 第五章 結論與建議 · · 83 5.15.1 結論 · · 83 5.25.2 建議 · · 85 參考文獻 · · · 89 附錄 · · · 93 附錄一 環境教育法 環 境教育法 · · 93 附錄 二 專家效度問卷 專家效度問卷 · · 100100100 - ix - 附錄 三 專家意見修正表 專家意見修正表 ·

· 106106106 附錄 四 預試問卷 · · 111 附錄 五 正式問卷 · · 116116116 - x - 圖目錄 圖1-1 人類未來50年面臨的十大問 題 · · 2 圖 1-2 研究流程圖 · · 7 圖 2-1 國際間環境教育發展大事記 · · 11 圖 2-2 環境教育法架構 · · 22 圖 3-1 研究 架構圖 · · 33 - xi - 表目錄 表 1-1 環境教育已立法的國家與趨勢 環境教育已立法的國家與趨勢 環境教育已立法的國家與 趨勢 · · 3 表 2-1 我國的環境教育政策 我國的環境教育政策 · · 20 表 3-1 專家學者名單、服務位及職稱 專家學者名單

、服務位及職稱 專家學者名單、服務位及職稱 · 35 表 3-2 預試問卷 抽樣學校摘要表 · · 35 表 3-3 試題鑑別力評標準 試 題鑑別力評標準 · · 36 表 3-4 Cronbach’s α Cronbach’s α Cronbach’s α Cronbach’s α Cronbach’s α Cronbach

’s α Cronbach’s α 係數值參考範圍 · · 37 表 3-5 認知部分析結果 認知部分析結果 · · 38 表 3-6 環境教育 做法分析 結果 · · 39 表 3-7 對研習的感想分析結果 對研習的感想分析結果 · · 40 表 3-8 需求與建議分析結果 需求與建議分析結 果 · · 41 表 3-9 落實環境教育法的困分析結果 落實環境教育法的困分析結果 落實環境教育法的困分析結果 · 42 表 4-1 研究對象個人背景資料 研究對象個人背景資料 · · 49 表 4-2 彰化縣國民小學環境教育法之實施現況分析 彰化縣國民小 學環境教育法之實施現況分析 彰化縣國民小學環境教育法之實施現況分析 · 51 表 4-3 環境教育法認知之分項摘要 環境教 育法認知之分項摘要 · · 51 表 4-4 學生的 4小時環境教育進行方式 小時環境教育進行方式 · 53 表 4-5 教職員工的 教職 員工的 4小時環境教育進行方式 小時環境教育進行方式 · 54 表 4-6 環境議題選擇 環境議題選擇 · · 55 表 4-7 環境議題 選擇方式 環境議題選擇方式 · · 56 表 4-8 學生習成效評估方式 學生習成效評估方式 · · 57 表 4-9 教職員工學習成效評 估方式 教職員工學習成效評估方式 · · 57 表 4-10 遭遇問題所採取的解決策略 遭遇問題所採取的解決策略 · · 58 表 4-11 環境教育做法分析之項摘要 環境教育做法分析之項摘要 · 59 - xii - 表 4-12 環境教育法需求與困分析 環境教育法需求 與困分析 · · 60 表 4-13 不同性別承辦人員對環境教育法實施之影響 不同性別承辦人員對環境教育法實施之影響 不同性 別承辦人員對環境教育法實施之影響 · 63 表 4-14 不同性別承辦人員對環境教育法實施之題項分析 不同性別承辦人員對 環境教育法實施之題項分析 不同性別承辦人員對環境教育法實施之題項分析 不同性別承辦人員對環境教育法實施之題項 分析 · 64 表 4-15 不同年齡承辦人員對環境教育法實施之影響 不同年齡承辦人員對環境教育法實施之影響 不同年齡承辦 人員對環境教育法實施之影響 · 64 表 4-16 不同年齡承辦人員對環境教育法實施之題項分析 不同年齡承辦人員對環境教 育法實施之題項分析 不同年齡承辦人員對環境教育法實施之題項分析 不同年齡承辦人員對環境教育法實施之題項分析 ·

65 表 4-17 承辦人員教育程度對環境法實施之影響 承辦人員教育程度對環境法實施之影響 承辦人員教育程度對環境法實施 之影響 · 66 表 4-18 學校規模對環境教育法實施現況之影響 學校規模對環境教育法實施現況之影響 學校規模對環境教育 法實施現況之影響 · 67 表 4-19 學校規模對環境教育法實施之題項分析 學校規模對環境教育法實施之題項分析 學校規模 對環境教育法實施之題項分析 · 68 表 4-20 承辦人職務對環境教育法實施之影響 承辦人職務對環境教育法實施之影響 承 辦人職務對環境教育法實施之影響 · 69 表 4-21 承辦人職務對環境教育法實施之題項分析 承辦人職務對環境教育法實施 之題項分析 承辦人職務對環境教育法實施之題項分析 · 70 表 4-22 「環教人員數」對境育法實施之影響 「環教人員數」

對境育法實施之影響 「環教人員數」對境育法實施之影響 · 71 表 4-23 「環教人員數」對境育法實施之題項分析 「環教 人員數」對境育法實施之題項分析 「環教人員數」對境育法實施之題項分析 「環教人員數」對境育法實施之題項分析 · 72 表 4-24 不同「環教年資」承辦人對境育法實施之影 不同「環教年資」承辦人對境育法實施之影 不同「環教年資」承辦 人對境育法實施之影 不同「環教年資」承辦人對境育法實施之影 響 · 73 表 4-25 不同「環教年資」承辦人對境育法實施 之題項分析 不同「環教年資」承辦人對境育法實施之題項分析 不同「環教年資」承辦人對境育法實施之題項分析 不同「

環教年資」承辦人對境育法實施之題項分析 74 表 4-26 不同「專業背景」承辦人員對環境教育法實施之影響 不同「專業背 景」承辦人員對環境教育法實施之影響 不同「專業背景」承辦人員對環境教育法實施之影響 不同「專業背景」承辦人員 對環境教育法實施之影響 · 76 表 4-27 「是否取得人員認證」對環境教育法實施之影響 「是否取得人員認證」對環境教 育法實施之影響 「是否取得人員認證」對環境教育法實施之影響 「是否取得人員認證」對環境教育法實施之影響 · 77 表 4-28 不同「城鄉別」承辦人員對環境教育法實施之影響 不同「城鄉別」承辦人員對環境教育法實施之影響 不同「城鄉別

」承辦人員對環境教育法實施之影響 不同「城鄉別」承辦人員對環境教育法實施之影響 · 77 表 4-29 101101101年全國環 境教育實施方法統計表 年全國環境教育實施方法統計表 · 79 表 4-30 環境教育法的認知與需求建議、困之相關分析 環境 教育法的認知與需求建議、困之相關分析 環境教育法的認知與需求建議、困之相關分析 環境教育法的認知與需求建議、

困之相關分析 · 80 REFERENCES

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王美珍 (2013)(2013)(2013)(2013)(2013)(2013)。環教法帶動 。環教法帶動 。環教法帶動 。環教法帶動 。環教法帶動 。環教法帶動 405 萬 人學習愛這塊土地。遠見雜 萬人學習愛這塊土地。遠見雜 萬人學習愛這塊土地。遠見雜 誌， 322 ，130 -135 。 7. 王順美

(2004)(2004)(2004)(2004)(2004)(2004)。臺灣中等學校環境 教育指標建構之研究。臺灣中等學校環境 教育指標建構之研究。臺灣中等學校 環境 教育指標建構之研究。臺灣中等學校環境 教育指標建構之研究。臺灣中等學校環境 教育指標建構之研究。臺灣中等學校環境 教育

指標建構之研究。臺灣中等學校環境 教育指標建構之研究。臺灣中等學校環境 教育指標建構之研究。臺灣中等學校環境 教育指標建構 之研究。臺灣中等學校環境 教育指標建構之研究。臺灣中等學校環境 教育指標建構之研究。臺灣中等學校環境 教育指標建構之研究。

臺灣中等學校環境 教育指標建構之研究。臺灣中等學校環境 教育指標建構之研究。臺灣中等學校環境 教育指標建構之研究。臺灣中等 學校環境 教育指標建構之研究。臺灣中等學校環境 教育指標建構之研究。臺灣中等學校環境 教育指標建構之研究。臺灣中等學校環境 教育指標建構之研究。臺灣中等學校環境 教育指標建構之研究。臺灣中等學校環境 教育指標建構之研究教育研究， 2(1)2(1)2(1)2(1)，25 -46 。 8. 王懋雯 (1995)(1995)(1995)(1995)(1995)(1995)。環境教育的定義、目標與內涵資料集刊 。環境教育的定義、目標與內涵資料集刊

。環境教育的定義、目標與內涵資料集刊 。環境教育的定義、目標與內涵資料集刊 。環境教育的定義、目標與內涵資料集刊 。環境教 育的定義、目標與內涵資料集刊 。環境教育的定義、目標與內涵資料集刊 。環境教育的定義、目標與內涵資料集刊 。環境教育的定義

、目標與內涵資料集刊 。環境教育的定義、目標與內涵資料集刊 。環境教育的定義、目標與內涵資料集刊 。環境教育的定義、目標與 內涵資料集刊 。環境教育的定義、目標與內涵資料集刊 。環境教育的定義、目標與內涵資料集刊 。環境教育的定義、目標與內涵資料 集刊 。環境教育的定義、目標與內涵資料集刊 。環境教育的定義、目標與內涵資料集刊 。環境教育的定義、目標與內涵資料集刊 。環 境教育的定義、目標與內涵資料集刊 。環境教育的定義、目標與內涵資料集刊 。環境教育的定義、目標與內涵資料集刊 ， 20 ，35 -54

。 9. 吳明隆 (2009)(2009)(2009)(2009)(2009)(2009)。問卷分析統計實務 。問卷分析統計實務 。問卷分析統計實務 。問卷分析統計實務 。 問卷分析統計實務 。問卷分析統計實務 。問卷分析統計實務 。問卷分析統計實務 。問卷分析統計實務 (SPSS(SPSS(SPSS(SPSS(SPSS操 作與應用 ) 。臺北 市:五南書局。 10. 吳明隆、涂金堂 吳明隆、涂金堂 吳明隆、涂金堂 吳明隆、涂金堂 吳明隆、涂金堂 吳明隆、涂金 堂 吳明隆、涂金堂 (2005)(2005)(2005)(2005)(2005)(2005)。SPSSSPSSSPSSSPSS與統計應用分析 與統計應用分析 與統計應用分析 與統計應 用分析 與統計應用分析 與統計應用分析 與統計應用分析 (第二版 )。臺北 。臺北 。臺北 市:五南書局。 11. 吳鈴筑

(2009)(2009)(2009)(2009)(2009)(2009)。國內外環境教育法比較之研究立臺灣師範 。國內外環境教育法比較之研究立臺灣師範 。國內外環 境教育法比較之研究立臺灣師範 。國內外環境教育法比較之研究立臺灣師範 。國內外環境教育法比較之研究立臺灣師範 。國內外環境 教育法比較之研究立臺灣師範 。國內外環境教育法比較之研究立臺灣師範 。國內外環境教育法比較之研究立臺灣師範 。國內外環境教 育法比較之研究立臺灣師範 。國內外環境教育法比較之研究立臺灣師範 。國內外環境教育法比較之研究立臺灣師範 。國內外環境教育 法比較之研究立臺灣師範 。國內外環境教育法比較之研究立臺灣師範 。國內外環境教育法比較之研究立臺灣師範 。國內外環境教育法 比較之研究立臺灣師範 。國內外環境教育法比較之研究立臺灣師範 。國內外環境教育法比較之研究立臺灣師範 。國內外環境教育法比 較之研究立臺灣師範 。國內外環境教育法比較之研究立臺灣師範 。國內外環境教育法比較之研究立臺灣師範 。國內外環境教育法比較 之研究立臺灣師範 大學環境教育研究所碩士論文 。 12. 巫勝吉 (2012)(2012)(2012)(2012)(2012)(2012)。環境教育法推動之執行現況、 成效

。環境教育法推動之執行現況、 成效。環境教育法推動之執行現況、 成效。環境教育法推動之執行現況、 成效。環境教育法推動之執 行現況、 成效。環境教育法推動之執行現況、 成效。環境教育法推動之執行現況、 成效。環境教育法推動之執行現況、 成效。環境教 育法推動之執行現況、 成效。環境教育法推動之執行現況、 成效。環境教育法推動之執行現況、 成效。環境教育法推動之執行現況、

成效。環境教育法推動之執行現況、 成效。環境教育法推動之執行現況、 成效。環境教育法推動之執行現況、 成效。環境教育法推動 之執行現況、 成效。環境教育法推動之執行現況、 成效衍生問 - 90 - 題及解決策略之探討。國立臺中教育大學 科應用與推廣題及解決 策略之探討。國立臺中教育大學 科應用與推廣題及解決策略之探討。國立臺中教育大學 科應用與推廣題及解決策略之探討。國立臺中 教育大學 科應用與推廣系碩士論文。 13. 李德治、童惠玲 (2009)(2009)(2009)(2009)(2009)(2009)。 多變量分析臺北市:雙葉書廊。 多變量分 析臺北市:雙葉書廊。 多變量分析臺北市:雙葉書廊。 多變量分析臺北市:雙葉書廊。 多變量分析臺北市:雙葉書廊。 多變量分析臺北市:

雙葉書廊。 多變量分析臺北市:雙葉書廊。 多變量分析臺北市:雙葉書廊。 多變量分析臺北市:雙葉書廊。 多變量分析臺北市:雙葉書廊。

多變量分析臺北市:雙葉書廊。 多變量分析臺北市:雙葉書廊。 多變量分析臺北市:雙葉書廊。 多變量分析臺北市:雙葉書廊。 多變量分析 臺北市:雙葉書廊。 多變量分析臺北市:雙葉書廊14. 李聰明 (1987)(1987)(1987)(1987)(1987)(1987)。環境教育臺北市:聯經出版事業股份有限 公 。環境教育臺北市:聯經出版事業股份有限公 。環境教育臺北市:聯經出版事業股份有限公 。環境教育臺北市:聯經出版事業股份有限 公 。環境教育臺北市:聯經出版事業股份有限公 。環境教育臺北市:聯經出版事業股份有限公 。環境教育臺北市:聯經出版事業股份有限 公 。環境教育臺北市:聯經出版事業股份有限公 。環境教育臺北市:聯經出版事業股份有限公 。環境教育臺北市:聯經出版事業股份有限 公 。環境教育臺北市:聯經出版事業股份有限公 。環境教育臺北市:聯經出版事業股份有限公 。環境教育臺北市:聯經出版事業股份有限 公 。環境教育臺北市:聯經出版事業股份有限公 。環境教育臺北市:聯經出版事業股份有限公 。環境教育臺北市:聯經出版事業股份有限 公 。環境教育臺北市:聯經出版事業股份有限公 。環境教育臺北市:聯經出版事業股份有限公 。環境教育臺北市:聯經出版事業股份有限 公 。環境教育臺北市:聯經出版事業股份有限公 。環境教育臺北市:聯經出版事業股份有限公 司。 15. 李聰明

(2001)(2001)(2001)(2001)(2001)(2001)。 融入新課程的環境教育臺南市:翰林。 融入新課程的環境教育臺南市:翰林。 融入新課程的環境教育 臺南市:翰林。 融入新課程的環境教育臺南市:翰林。 融入新課程的環境教育臺南市:翰林。 融入新課程的環境教育臺南市:翰林。 融入新 課程的環境教育臺南市:翰林。 融入新課程的環境教育臺南市:翰林。 融入新課程的環境教育臺南市:翰林。 融入新課程的環境教育臺南 市:翰林。 融入新課程的環境教育臺南市:翰林。 融入新課程的環境教育臺南市:翰林。 融入新課程的環境教育臺南市:翰林。 融入新課程 的環境教育臺南市:翰林。 融入新課程的環境教育臺南市:翰林。 融入新課程的環境教育臺南市:翰林。 融入新課程的環境教育臺南市:翰 林。 融入新課程的環境教育臺南市:翰林。 融入新課程的環境教育臺南市:翰林16. 汪靜明 (2000)(2000)(2000)(2000)(2000)(2000)。學校環境 教育的理念與原季刊， 。學校環境教育的理念與原季刊， 。學校環境教育的理念與原季刊， 。學校環境教育的理念與原季刊， 。學校 環境教育的理念與原季刊， 。學校環境教育的理念與原季刊， 。學校環境教育的理念與原季刊， 。學校環境教育的理念與原季刊， 。 學校環境教育的理念與原季刊， 。學校環境教育的理念與原季刊， 。學校環境教育的理念與原季刊， 。學校環境教育的理念與原季刊

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。環境教育規劃與設計季刊， 。環境教育規劃與設計季刊， 。環境教育規劃與設計季刊， 。環境教育規劃與設計季刊， 。環境教育規 劃與設計季刊， 。環境教育規劃與設計季刊， 。環境教育規劃與設計季刊， 。環境教育規劃與設計季刊， 。環境教育規劃與設計季刊

， 。環境教育規劃與設計季刊， 。環境教育規劃與設計季刊， 。環境教育規劃與設計季刊， 16 ，17 -25 。 20. 周儒、高翠霞 周儒、高 翠霞 周儒、高翠霞 周儒、高翠霞 周儒、高翠霞 周儒、高翠霞 (2007)(2007)(2007)(2007)(2007)(2007)。 行政院環保署境教育策略分析與發 展。 行政院環保署境教育策略分析與發展。 行政院環保署境教育策略分析與發展。 行政院環保署境教育策略分析與發展。 行政院環保 署境教育策略分析與發展。 行政院環保署境教育策略分析與發展。 行政院環保署境教育策略分析與發展。 行政院環保署境教育策略分 析與發展。 行政院環保署境教育策略分析與發展。 行政院環保署境教育策略分析與發展。 行政院環保署境教育策略分析與發展。 行政 院環保署境教育策略分析與發展。 行政院環保署境教育策略分析與發展。 行政院環保署境教育策略分析與發展。 行政院環保署境教育 策略分析與發展。 行政院環保署境教育策略分析與發展。 行政院環保署境教育策略分析與發展。 行政院環保署境教育策略分析與發展

。 行政院環保署境教育策略分析與發展行政院環保署與臺灣師範大學境教育研究所合作計畫 21. 林明瑞

(2010)(2010)(2010)(2010)(2010)(2010)。如何營造節能減碳的生態校園教師天地， 。如何營造節能減碳的生態校園教師天地， 。如何營造 節能減碳的生態校園教師天地， 。如何營造節能減碳的生態校園教師天地， 。如何營造節能減碳的生態校園教師天地， 。如何營造節 能減碳的生態校園教師天地， 。如何營造節能減碳的生態校園教師天地， 。如何營造節能減碳的生態校園教師天地， 。如何營造節能 減碳的生態校園教師天地， 。如何營造節能減碳的生態校園教師天地， 。如何營造節能減碳的生態校園教師天地， 。如何營造節能減 碳的生態校園教師天地， 。如何營造節能減碳的生態校園教師天地， 。如何營造節能減碳的生態校園教師天地， 。如何營造節能減碳 的生態校園教師天地， 。如何營造節能減碳的生態校園教師天地， 。如何營造節能減碳的生態校園教師天地， 。如何營造節能減碳的 生態校園教師天地， 。如何營造節能減碳的生態校園教師天地， 。如何營造節能減碳的生態校園教師天地， 167 ， 19 -30 。 22. 林俊 成 (2010)(2010)(2010)(2010)(2010)(2010)。許孩子一個永續校園師友月刊， 。許孩子一個永續校園師友月刊， 。許孩子一個永續校園師友 月刊， 。許孩子一個永續校園師友月刊， 。許孩子一個永續校園師友月刊， 。許孩子一個永續校園師友月刊， 。許孩子一個永續校園 師友月刊， 。許孩子一個永續校園師友月刊， 。許孩子一個永續校園師友月刊， 。許孩子一個永續校園師友月刊， 。許孩子一個永續 校園師友月刊， 。許孩子一個永續校園師友月刊， 。許孩子一個永續校園師友月刊， 。許孩子一個永續校園師友月刊， 。許孩子一個 永續校園師友月刊， 。許孩子一個永續校園師友月刊， 521 ，69 -72 。 23. 邱仁杰 (2012)(2012)(2012)(2012)(2012)(2012)。桃園縣國民小學 教師對環境育法知覺與執行 。桃園縣國民小學教師對環境育法知覺與執行 。桃園縣國民小學教師對環境育法知覺與執行 。桃園縣國民 小學教師對環境育法知覺與執行 。桃園縣國民小學教師對環境育法知覺與執行 。桃園縣國民小學教師對環境育法知覺與執行 。桃園縣 國民小學教師對環境育法知覺與執行 。桃園縣國民小學教師對環境育法知覺與執行 。桃園縣國民小學教師對環境育法知覺與執行 。桃 園縣國民小學教師對環境育法知覺與執行 。桃園縣國民小學教師對環境育法知覺與執行 。桃園縣國民小學教師對環境育法知覺與執行

。桃園縣國民小學教師對環境育法知覺與執行 。桃園縣國民小學教師對環境育法知覺與執行 。桃園縣國民小學教師對環境育法知覺與 執行 。桃園縣國民小學教師對環境育法知覺與執行 。桃園縣國民小學教師對環境育法知覺與執行 。桃園縣國民小學教師對環境育法知 覺與執行 。桃園縣國民小學教師對環境育法知覺與執行 。桃園縣國民小學教師對環境育法知覺與執行 。桃園縣國民小學教師對環境育 法知覺與執行 現況之研究。 國立新竹教育大學系碩士論文24. 高宜媛 (2012)(2012)(2012)(2012)(2012)(2012)。現階段環境教育法落實面對問 題之探討 。現階段環境教育法落實面對問題之探討 。現階段環境教育法落實面對問題之探討 。現階段環境教育法落實面對問題之探討

。現階段環境教育法落實面對問題之探討 。現階段環境教育法落實面對問題之探討 。現階段環境教育法落實面對問題之探討 。現階段 環境教育法落實面對問題之探討 。現階段環境教育法落實面對問題之探討 。現階段環境教育法落實面對問題之探討 。現階段環境教育 法落實面對問題之探討 。現階段環境教育法落實面對問題之探討 。現階段環境教育法落實面對問題之探討 。現階段環境教育法落實面 對問題之探討 。現階段環境教育法落實面對問題之探討 。現階段環境教育法落實面對問題之探討 。現階段環境教育法落實面對問題之 探討 。現階段環境教育法落實面對問題之探討 。臺北 市立教育大學環境與資源研究所碩士論文。 25. 郭生玉

(1987)(1987)(1987)(1987)(1987)(1987)。 心理與教育測驗臺北市:精華書局。 心理與教育測驗臺北市:精華書局。 心理與教育測驗臺北市:精 華書局。 心理與教育測驗臺北市:精華書局。 心理與教育測驗臺北市:精華書局。 心理與教育測驗臺北市:精華書局。 心理與教育測驗臺 北市:精華書局。 心理與教育測驗臺北市:精華書局。 心理與教育測驗臺北市:精華書局。 心理與教育測驗臺北市:精華書局。 心理與教育 測驗臺北市:精華書局。 心理與教育測驗臺北市:精華書局。 心理與教育測驗臺北市:精華書局。 心理與教育測驗臺北市:精華書局。 心理 與教育測驗臺北市:精華書局。 心理與教育測驗臺北市:精華書局。 心理與教育測驗臺北市:精華書局。 心理與教育測驗臺北市:精華書 局26. 陳佩正 (1996)(1996)(1996)(1996)(1996)(1996)。環境教育活動簡介北師訊， 。環境教育活動簡介北師訊， 。環境教育活動簡介北師訊

， 。環境教育活動簡介北師訊， 。環境教育活動簡介北師訊， 。環境教育活動簡介北師訊， 。環境教育活動簡介北師訊， 。環境教 育活動簡介北師訊， 。環境教育活動簡介北師訊， 。環境教育活動簡介北師訊， 。環境教育活動簡介北師訊， 。環境教育活動簡介北