以生物多樣性主題融入國小二年級生活領域課程之行動研究

外文標題: 
The action-research of biodiversity themes incorporated into curriculum scheme of life sphere of second graders in primary schools
校院系所: 
臺北市立師範學院 科學教育研究所
指導教授: 
陳建志
出版年份: 
2003年
主題類別: 
摘要: 

本研究是以行動研究的方式,進行生物多樣性主題融入國小二年級生活領域之課程設計,並經由研究者實施生物多樣性主題教學,在教學前後以開放式問卷進行施測,探討教學前後學生概念改變的情形,同時以現場觀察、錄音、訪談等方式蒐集教學歷程相關資料進行分析,期望藉由此研究建構學生生物多樣性概念,培養學生尊重生命的態度,表現愛護環境的行為。 在實施生物多樣性主題教學後,學生能察覺生物種類、外觀多樣化且各具特徵;對於植物的概念較教學前深入、詳細;同時亦建立起候鳥種類、外形多樣具遷徙特性的概念,並能體認維護自然生態環境的重要,願意從事維護環境的工作。學生對於「生物多樣性」概念的解釋,多數以「很多」、「不一樣」等字眼替代「多樣性」的用語,可見學生對於新的學習概念是經由自我理解後才建立的。研究者發現自然保育的教育確實可從小建立,在學校課程中以融入的方式進行自然保育的教學,可達潛移默化的功效!

外文摘要: 

This is a study by an action-research on the design of biodiversity themes infusion into curriculum scheme of life sphere of second graders in primary schools , the author herself having implemented biodiversity theme teaching activities preceded by open questionnaire surveys and followed afterwards too , with a view to identify any conceptual change in the pupils prior to and subsequently to my teaching activities , the author also effected analyses through on the spot observations , recording technique , interviews to gather data required for the buildup of pedagogue proceeding protocols , in the hope that such a study will help the pupils to build up the concept about biodiversity , the attitude of respect life , and the behavior of environmental protection . The author is gratified to find that following my properly designed biodiversity teaching programs pupils became better prepared to identify species , by telling their morphological variation and the features ; and they were better ingrained with plant concepts than before , and to a profounder depth at the same time ; meantime in the pupils are built concepts about migratory birds in terms of species and profile at first sight , their migratory habitudes , the pupils by and by also learnt the importance of conserving the ecological system and became willing to do their share on environmental protection , given the chance and occasion .The pupils paraphrased the term diversity , that is , biological diversity , in adjectival terms such as ‘many’ , ‘much’ or different , it is then clear that the graders build up their new learning ideas by way of self-comprehension . The author concludes that the education of nature conservation can begin on the grader level and which , infusion into normal curriculum scheduling will help a lot more in the effort in latent instillation .