臺灣博碩士論文加值系統

本研究主要以內容分析法，並以教育部九十年修訂之九年一貫課程中之環境教育能力指標來分析目前國小所使用之各版本自然科課本、習作及教學指引，並針對環境覺知與敏感度、環境概念知識、環境價值觀與態度、環境行動技能及環境行動經驗這五個向度來研究分析，樣本共有52冊自然科課本、52冊自然科習作及52冊自然科教學指引，並針對部分國小自然科教師進行半結構式之訪談。
各版本所含環境教育教材的五個層面中，以環境覺知和敏感度的次數最多，其他依次為環境行動技能、環境概念知識、環境價值觀與態度，而以環境行動經驗最少。在各版本之編排上，除了環境覺知與敏感度這個層面為最高外，在其餘層面上，國立編輯館較偏重於環境行動技能層面，南一出版社較偏重於環境價值觀與態度，牛頓出版社較偏重於環境概念知識及環境價值觀與態度，康軒則呈現最平均的狀況。
目前花蓮市各國小使用自然科教科書之版本，在一、二、三及五年級以使用康軒出版社所佔的百分比例為最高，四年級以使用國立編輯館所佔比例為最高，其餘各版本在花蓮縣均有國小採用。
九年一貫之新課程即將於九十學年度第一學期開始實施，而未來的國小教師必須在課程的安排及規劃設計上，考量如何落實將基本精神與觀念深植於國小學童心中，進而能提高國小學童之概念學習機會，因此國小老師必須對課程之編排與架構有分析整合之相關能力與素養，希望藉由本研究結果，能提供國小老師在選擇自然科教科書時，如何落實將環境教育的相關議題一併考量並融入相關學習領域及日常生活中。
關鍵字：國小自然科教科書、內容分析法、環境教育

Abstract
This study applied national curricula standard concerning the indicators of environmental education abilities to analyze all contemporary elementary science textbooks, practice books and teaching guidebooks by content analysis method. The analysis were focused on the five domains of environmental education such as environmental awareness, sensitivity, knowledge, value and attitude, skill and experience. The total samples were 52 volumes of textbooks, 52 volumes of practice books and 52 volumes of teaching guidebooks. Moreover, the researcher employed semi-structural interview to gather more reliable information from the in-service teachers.
The result revealed that the prevailing domains were environmental awareness and sensitivity in all publishers. The other domains were environmental skill, knowledge and value and attitude ordered sequentially by their prevaility. All publishers provided less information towards environmental experience domain. Different publishers had different focuses on these five domains. For example, National publisher put more emphasis on the domain of environmental skill, and NanYi publisher emphasized the domain of value and attitude, Newton publisher was dominant on knowledge, value and attitude. KanShang publisher paid more attention on every domain equally.
According to the frequency of usage among different publishers in Hualien County, the most frequently used publisher in the first, the third, and the fifth grades was KanShan Publisher. Meanwhile, the most frequently used publisher in the fourth grade was the National Edition Publisher, yet other publishers were still used by some elementary schools in Hualien County.
The new curricula standard will begin in September 2001 and the elementary teachers have to design teaching activities to meet the national curricula standard and enhance conceptual learning. Thus, in the future, elementary school teachers must have the ability of analyzing and integrating different information. Besides, in choosing science textbooks, teachers must not only take the content of textbook into account, but also integrate the environmental issues into the related learning and daily life.
Keywords: Elementary school science textbook, content analysis, environmental education.

目 錄
第一章緒論 ………………………………………………….……………...….1
第一節研究動機 .……………………………………………………..1
第二節研究目的 .……………………………………………………..4
第三節待答問題 .……………………………………………………..4
第四節名詞釋義 .……………………………………………………..5
第五節研究範圍與限制 .……………………………………………..6
第二章文獻探討 .…………………..…………………………………………..9
第一節國小環境教育課程模式與目標 .………………………...…..9
一 國小環境教育課程模式 .………………………………..…..9
二 國小環境教育課程目標 .…………………...……………...11
第二節教科書與學習者的關係.……..…....…..…………………..….15
第三節自然科教科書內容分析之相關研究 .……...………..….….20
一 國內部分 .……...………………….………….………….…20
二 國外部分 .……...………………….………….………….…21
第四節九年一貫課程之環境教育分段能力指標……………..……..23
一 環境覺知與敏感度 .……….……...………….………..……23
二 環境概念知識 .….…….……...………………………………24
三 環境價值觀與態度 .……….……...…………………..….…25
四 環境行動技能 .……….……...……………………….…..…26
五 環境行動經驗 .……….…………………...………….…..…27
第五節總結 .………………………….……………..……..….….….28
第三章研究方法 .…………………………...…………………..………..……31
第一節內容分析法 .…………………………...………..……..…….31
第二節信度與效度 .…………………………...…………..…….…..35
第三節資料分析 .………….………………...……….……..…….....41
第四節研究樣本 .………….………………...……….………..….....42
第五節研究流程 .…………….……………...…………..………......43
第四章研究結果與發現 .…………………………...………………..….…….45
第一節現行國小自然科「課本」所含環境教育教材分析………….45
一 整體性分析 .…………………………...………………...….….45
二 各年級分析 .…………………………...………………..…..….50
第二節現行國小自然科「習作」所含環境教育教材分析………….60
一 整體性分析 .…………………………...………………..…..….60
二 各年級分析 .…………………………...………………..…..….64
第三節現行國小自然科「教學指引」所含環境教育教材分析…….73
一 整體性分析 .…………………………...………………..…..….73
二 各年級分析 .…………………………...………………..…..….77
第四節現行國小各版本自然科教科書所含環境教育教材分析…….86
一 國立編輯館 .…………………………...………………..…..….86
二 南一出版社 .…………………………...………………..…..….87
三 新學友出版社 .…………………………...………………..…...87
四 康軒出版社 .…………………………...……………………….88
五 牛頓出版社 .…………………………...…………………..…...89
六 翰林出版社 .…………………………...…………………..…...89
第五節國小自然科教師對自然科教科書融入環境教育教材之看法.90
第六節花蓮市近郊各國小所使用自然科教科書版本調查 ...…...….94
第五章結論與建議 .….………………………...…………………….……….…97
第一節結論 ...…………………………...…………………….……..….97
第二節建議..….………………………...………………………………101
參考文獻 ..…………………………...………………………………….………102
一、中文部分...….………………………...………….………………102
二、英文部分..…………………………...……….……………….….105
附 錄 .………………….………...…………………………...………………..109
附錄一 國民中小學九年一貫課程環境教育分段能力指標 .………….109
附錄二環境教育教材內容分析信度檢定表.………………………….…112
附錄三 國小自然科教師訪談稿 .…………………………...……….…130
附錄四 各版本自然科教科書所含環境教育教材統計表 .……………..135

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