國小康軒版教科書內容涵蓋環境教育概念之分析

Characteristic with Other Undergraduate Students

本研究針對國小康軒版97學年度低、中、高年級共109冊教科書，以內容分析法及焦點團體討論方式，評析該版教科書各領域內容所涵蓋的環境教育（簡稱環教）概念之分布情形，及其與97新課綱所建議融入各領域環教能力指標數比率之比較。研究結果顯示，低、中、高年級教科書環教概念在11項類別的分布上，尚有概念涵蓋不均的現象；低、中、高年級皆有一些領域教科書，涵蓋環教概念的比率與97新課綱建議融入這些領域環教能力指標數的比率大致相符，但部分領域教科書，則明顯有比率差距的存在。教科書編寫者宜針對涵蓋環教內容不足領域的教科書，酌予考慮增加環教概念，以求能符應97課綱之要求。本研究結果可提供作為教師設計環教教學活動及新版教材編著者之改進參考。

This study was a content analysis of the coverage of environ-mental education concepts in a total of 109 elementary school text-books published by Kang Hsuan between 2007 and 2009. The purpose of the study was to examine the agreement of coverage of environ-mental education concepts in these textbooks with the capability indi-cators of environmental education， suitable for different learning sub-jects， according to the 2008 Curriculum Outline. The study shows that all the textbooks for lower grades (grade 1-2)， middle grades (grade 3-4) and higher grades (grade 5-6)， distributed the unevenly in 11 categories; some textbooks， which have the proportion of environ-mental education concepts， agree well with the proportion of capability indicators of environmental education suggested by the 2008 Curriculum Outline， whereas the others do not. Textbook writers should consider increasing proportionately low， or completely lacking， environ-mental education concepts in textbook contents to allow students to achieve balance and completeness in their concept learning， and thus improve effectiveness in integrating environmental education into the seven major fields of learning of the nine-year integrated curriculum. The results of the study may be used as reference for improving envi-ronmental teaching materials in the future.