環境教育融入繪本閱讀教學之行動研究－以國小二年級學童為例

Abstract

本研究旨在探討環境教育融入繪本閱讀教學對國小二年級學童環境態度之影響，研究方法採行動研究法，利用三本具有環境教育議題之繪本設計12節課的教學活動，搭配引導提問、圖像繪製與行動方案設計等多元教學策略，提升學童對環境議題之理解與參與度。研究對象為北部某國小二年級學生，共30名。本行動研究主要搜集質性資料和量化資料。質性資料包括課堂錄影、學生學習單與課後回饋等，分析研究結果顯示學生在討論與書寫中展現出情感連結與反思能力，表達對環境議題的理解與關懷，並提出具體的環保行動想法。量化部分使用Johnson 與 Manoli（2010）二因子環境價值觀 （The 2 factor Model of Environmental Values，2-MEV），從環境保存與環境利用兩個構面，進行前後測成對樣本t檢定。結果顯示，學生在「環境保存」構面上之平均得分由36.33提升至41.47（t = 4.094，p< .001），標準差由7.387下降至3.530，顯示學童對環境保護的態度顯著提升且趨於一致；「環境利用」構面則由15.93下降至9.40（t = -9.387，p < .001），標準差亦明顯降低，反映學生對於開發自然資源來滿足人類需求等觀點的認同顯著減弱，並開始反思資源開發的環境代價。 根據研究資料分析後，本研究具體提出四項結論：(1) 教學者在準備階段應關注在學生的準備度、文本選擇與閱讀教學策略的選用；(2) 教學者在實施與反思階段可結合KWL與故事結構教學法，並從引起動機、書寫能力、口語表達、圖像繪製、教學時間、文本知識理解六個面向進行調整與修正；(3)分析二因子環境價值觀量表與質性資料，繪本閱讀教學能正向影響學童環境態度之發展；(4)教學者於課程準備階段、實施與反思階段，皆有呈現自身專業精進的歷程。基此，本研究分別在準備階段、實施與反思階段、評估分析階段，以及教師專業精進，提出具體的建議。This study aims to explore the impact of integrating environmental education into picture book reading instruction on the environmental attitudes of second-grade elementary school students. The research adopted an action research methodology, utilizing three picture books addressing environmental issues to design a 12-session instructional program. Multiple teaching strategies—such as guided questioning, image drawing, and action plan design—were incorporated to enhance students’ understanding of and engagement with environmental topics.The participants were 30 second-grade students from an elementary school in northern Taiwan. Both qualitative and quantitative data were collected in this action research. The qualitative data included classroom video recordings, student worksheets, and post-lesson feedback. Analysis revealed that students demonstrated emotional connections and reflective thinking in their discussions and writings, showing a clear understanding of and concern for environmental issues. They also proposed concrete ideas for environmentally friendly actions. For the quantitative data, the study employed the Two-Factor Model of Environmental Values (2-MEV) developed by Johnson ＆Manoli (2010), focusing on the dimensions of Preservation and Utilization. A paired-sample t-test was conducted using pre- and post-test scores. Results indicated that the average score in the Preservation dimension increased from 36.33 to 41.47 (t = 4.094, p< .001), with a decrease in standard deviation from 7.387 to 3.530, suggesting a significant and more consistent improvement in students' attitudes toward environmental protection. Conversely, the Utilization dimension showed a decline in average score from 15.93 to 9.40 (t = -9.387, p < .001), along with a notable reduction in standard deviation, reflecting a significant decrease in students’ agreement with exploiting natural resources for human needs and a growing awareness of the environmental costs of resource development.Based on the analysis of research data, this study proposes four main conclusions:(1) In the preparation phase, teachers should focus on students’ readiness, appropriate text selection, and the use of effective reading instruction strategies. (2) During the implementation and reflection phases, instructional methods such as KWL and story structure teaching can be integrated. Adjustments can be made from six aspects: motivational engagement, writing ability, oral expression, image drawing, instructional time, and text comprehension. (3) Analysis of the 2-MEV questionnaire and qualitative data indicates that picture book reading instruction can positively influence the development of students' environmental attitudes. (4) Throughout the preparation, implementation, and reflection stages, teachers demonstrated ongoing professional growth. Accordingly, this study offers specific suggestions for the preparation, implementation and reflection, assessment and analysis stages, as well as for promoting teacher professional development.