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從休閒活動探討環境教育之行動研究

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圖 2  環境教育課程之目標概念  資料來源:賀雅蓉(2014)  依上圖 2 所示,其實環境教育課程仍不離一般教學的三大目標:知識、情意 及技能,只是將情意及技能的部分再劃分的更細項。  綜上所述,環境教育是欲培養學生成為具環境素養的公民,而一位具環境素 養的公民須擁有正確的環境知識(環境概念知識)與良好環境態度(環境覺知與 敏感度、環境價值觀與態度),且能表現出正確的環境行為(環境行動技能、環 境行動經驗)。  張郁雯與沈少文(2012)認為實施環境教育課程能有效提升學生對環境認知 方面的增長,且學生再
圖 4  Lewin 行動研究循環歷程圖  資料來源:劉亭妤(2014)  「行動研究是具有程序性的探究活動」,這意味行動研究者可以透過適當程 序,一邊透過行動解決問題,一邊透過反省進行探究,茲將其具體工作說明如表 6 所示:  表 6    行動研究具體工作說明  步驟  具體工作說明  尋得研究起點  用批判的態度對待每一個看似平常的問題,並進行探究分 析,可以透過反省性的訪談或分析性的對話,一方面增加從 業間的互動與溝通機會,瞭解彼此所關注的感興趣的議題與 所遭逢的問題。  釐清情境  一、對發現的問

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