Development and Implementation of a Teaching Module for Human and Environment Harmony
|關鍵字:||人與環境;環境教育;教學模組;環境行動;people and the environment;environmental education;teaching module;environmental action.|
Environmental protection and sustainable development are important subjects to be included in school education. However, in the present 9-year Curriculum, environmental education has not yet been an independent study domain. Although the seven major study domains in the Curriculum include some environmental subjects, the contents are not systematically integrated for students to effectively learn the relationships between the people and the environment. An independent teaching module for “Human and Environment Harmony” was thus developed. The module includes three major units: the Sculpture New Unrest (SNU), the High Quality Life (HQL), and the Wonderful Wizard of Oz (WWO). For the SNU unit, a trash source investigation was implemented to let students realize the importance for protecting the environment, saving earth resources, and starting their daily actions to reduce the amount of trash. In the HQL unit, group discussions were carried out to promote environmental consciousness, environmental protection responsibility, and knowledge and skill sharing for improving our life quality. In the WWO module, a series of activities were provided to let the students understand the surrounding environment and problems that can impact our daily life, green resources, school, and community, and hope the students can think about how to deal with the problems and take appropriate actions. The three units are expected to empower the students to observe the surrounding environment, deal with environment problems, and initiate appropriate environmental actions. The teaching module were implemented on a group of junior high school students in an environmental club course, combined with interesting teaching activities designed for inspiring the students to love and actively protect the environment. Several qualitative and auxiliary quantitative approaches were applied to evaluate students’ abilities to act. The qualitative evaluation was implemented by a triangulation overlapping inspection based on observation data from other participants, collection methods, and sources. And the quantitative evaluation was conduct by several questionnaire surveys. After the course, according to the qualitative and quantitative results, over three-fourth of the students can start paying attention on the surrounding environment. During group activities, the students were observed to be able to share experiences and cooperate with others for thinking about how to resolve environmental problems. The teaching module was demonstrated to be able to increase students’ environmental awareness and sensitivity, ability to analyze environmental issues, and intention to develop environment action strategies.