環境學習中心地方本位課程發展與實踐之初探

Abstract

地方本位教育是環境教育的一種延伸，強調運用學生生活的社區環境做為教學的起點，讓學習回歸生活。在動手做、實際經驗、思考與解決問題的過程中，除了提昇學生的學習動機與學習成就，更因所學能回應當地社會文化與環境議題，使學生能體認自己是社區環境的一份子，提昇公民意識與環境素養。 本研究採質性研究的方式，以社區型環境學習中心──裡山塾發展與執行地方本位課程為例，探討環境學習中心如何運用地方本位教育(place-based education)概念，以七大要素為原則：「運用真實環境資源」、「科際整合」、「問題解決模式」、「協同教學」、「以學習者為中心」、「獨立與合作式學習」以及「真實性評量」，規劃與執行一套具有在地特色且能呼應學生學習需求的課程方案。並瞭解由環境學習中心提供當地學童持續性地方本位方案的挑戰與優勢，提供未來欲發展類似課程方案之單位參考。 本研究歷經十一個月時間，經計劃、執行與分析，得到以下之結論： 1.由SEER歸納出的地方本位教育成功七要素確實能幫助教學者在課程設計上的指引。 2.「課程的持續性」、「內容是否連結真實生活」以及「教學是否給予學生建構學習的機會」是落實地方本位教育的關鍵。 3.環境學習中心實踐地方本位教育的優勢有：本身對在地議題的瞭解，既有的平台角色、教師資源與訊息管道。挑戰則是：「以對外推廣為主，重視人次」的營運模式、深入連結社區的困難性、習慣申請計劃補助來執行課程方案，以及地方本位教育需要長期人力陪伴等。 4.「課程能符合學生、家長教育學習的需求」、「利用課後時間進行」、「合理收費」以及「統籌人力資源」為提昇環境學習中心執行地方本位課程可能性的四大策略。

Place-based education is an extension of environmental education. This pedagogy emphasize that learning should start from the student daily life in community environment. The student learning motivation and achievement will be increased by doing, getting practical experience, thinking and problem-solving process. In addition, being able to apply what they learn to local social cultural and environmental issues, students could recognize themselves as a part of the community, and improve the citizen awareness as well as environmental literacy. By qualitative research, this study discussed how Li San Shu, the community-based environmental learning center (ELC), participated in developing and implementing a place-based education program, which is featured in the ground and responding to the needs of students. The designing principle of this program is based on seven factor which are using natural and community settings as a context for learning, interdisciplinary instruction, problem-based instruction, collaborative instruction, learner-centered methods, independent and cooperative learning, and authentic assessment of learning. Simultaneously, this study tried to understanding the superiority and challenges of providing the local students continuing place-based program by environmetnal learning center. It would be served as a reference for any other agency longing to develop similar program in the future. The results are shown as follows: 1.The seven priciples for successful place-based education proposing by SEER are useful for designing program. 2.Programs in long term, real life content and the constructive instruction are the key points to fulfill place-based eduction. 3.The superiorities of ELC implementing place-based eduction are the understanding of local issues, the platform role of exchanging knowledge and technology, and resources of teacher and imformation. The challenges are the outreach operating model, the difficult of connecting community , the custom of relying on applying plan to execute program, and the needs of long-term human resources. 4.Four strategies to raise the opportunity of place-based education implementing by ELC are responding the needs of students and parents, after-school time usage, charging reasonably, and integrating human resources.