5以繪本為媒介進行環境議題教學之研究_美玲.doc

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1 * ** % 92.9% 96.4% t 9.031, p.05 * ** 93

2 Morrow,

3 Ramsey Hungerford Hungerford Hungerford

4 2.Pennoktgdi Pennocktgdi Stapp Stapp Johnson Johnson

5 97 picture books Kiefer

6 Monhardt Monhardt2000 multiple-baseline subjects 35 There s an Owl in the across Shower

7 Morrow et al., Liston1994 Lauritzen and Jaeger 1997 Butzow & Butzow

8 De Young, Monroe Martha1996 narratives story Butzow & Butzow, 1994 Monroe 1991 Down1991 Moser, Daisey Dabney

9 101 17

11 Helen and Acott 2000 NEPDSP Likert Likert

12 Cronbach questionnaire coefficient alpha SPSS 8.0 Cronbach semi-structured interviews

13 28 Likert Scale T-test SPSS

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27 (89) Butzow, C. M. & Butzow, J. W. (1994) Intermediate Science Through Children s Literature- over land and sea. Daisey, P., and Dabney J. (1997). Learning from others-using biographies can increase student interest in plant science. 119

28 Science and Children, De Young, Raymond; Monroe, Martha C. (1996). Some fundamentals of engaging stories. Environmental Education Research, 2(2), Dowd, F. S. (1991). Storybooks: Stimulating science starters. School Library Media Quarterly, 19, Helen and Acott (2000). A Modified NEP/ DSP Environmental Attitudes Scale. The journal of Environment Education, 32:1, p Kiefer, B. Z (1982). The response of Primary children to Picture Books. The Ohio State University. Lauritzen, C. & Jaeger, M. (1997). Integrating learning through story-the narrative curriculum. Albany, N. Y.: Delmar Publishers. Liston, D. D. (1994). Story-Telling and narrative: A Neuro-philosophical perspective. ED Monhardt, R & Monhardt, L. (2000). Children s literature and environment issue: Heart over mind. Reading Horizons, 40(3), Monroe, M. (1991). The effect of interesting environmental stories on knowledge and action-taking attitudes, unpublished doctoral dissertation, University of Michigan, Ann Arbor, MI. Morrow, L. M., Pressley, M., Smith, J. & literature-based program integrated into literacy and science instruction with children from diverse backgrounds. Reading Research Quarterly, 32(1), Moser, S. (1994). Using storybooks to teach science themes. Reading Horizons, 35, Smith, J. L. & Johnson, H. (1994). Models for implementing literature in cotent studies. The Reading Teacher, 48(3), Smith, M. (1997). The effect of a 120

29 A Research on Using Picture books as the Medium to Teach Environmental Issues Mei-Ling Liu*Pei-Lian Wang** Abstract This research uses mainly qualitative methods, and quantitative methods for assistance. The goal is to design and conduct a teaching of environmental issues using picture books as the medium, and to analyze and inquire into the result of the teaching by means of classroom observation, worksheets, questionnaires, and journal entries. The important findings are as follows: 1.Based on suggestions and reviews of environmental education experts, workers, experienced teachers, and teachers who have experience in using picture books as the medium, "the relation between the human development and natural environment" is designed to be the subject of teaching activit ies. We choos e nine picture books and design related activities to help students understand the relation between the human development and natural environment and the influence of human development upon environment. We hope that students will realize the importance of the environmental protection and consequently take action to protect environment. 2.Research objects have positive attitude to picture books and related teaching activit ies and methods. There are 96.4 %students who like reading picture books. 92.9%of students like the teaching activit ies using picture books as the medium. In addition, 96.4%of students hope to participate again in the similar activity. 3.Research objects like picture books that are both interesting and functional. Judging upon the content and language, they like the vivid realistic picture books and books that can increase their knowledge and help them to learn. Judging upon the pictures and illustration, student like books with many fine-designed pictures/illustration; books with pictures through which students can construct story on their own are most favorable. * Student Teacher of Taoyuan Sin-Wu Elementary School ** Professor of Taipei Municipal Teachers College and Chief of Graduate School of Environmental 121

30 4.Using picture books as the medium to teach environmental issues us can raise the environmental awareness of students and increase their environmental knowledge. It also can obviously promote students environmental attitude (t=9.031, p<.05). Through storybook teaching activities students can identity environmental issues, come up with concrete solutions, and commit themselves to protecting the environment. Keyword: picture books, teaching of environmental issues 122

新竹縣教育研究集刊第十一期民 100 年 12 月 Guo,Na-Yi Teacher of Chu-Bei Elementary School Abstract The purpose of this action research was to examine the

新竹縣教育研究集刊第十一期民 100 年 12 月 Guo,Na-Yi Teacher of Chu-Bei Elementary School Abstract The purpose of this action research was to examine the 新竹縣教育研究集刊, 民 100, 第十一期, 頁 141~174 運用繪本教學實施品格教育之行動研究以責任和值得信賴核心價值為例郭娜宜新竹縣竹北市竹北國小教師摘要本研究採行動研究法, 探究以繪本應用於國小中年級學生之責任和值得