本研究的目的是希望從教科書傳播的角度去了解其中所傳遞的環境價值觀與態度訊息為何？隱含了哪些環境倫理以及呈現主題為何？更重要的是透過研究者對臺北市某國小四年級教科書內容的分析，再以開放式問卷、焦點團體訪談及個別訪談的方式了解此國小四年級全體學童對教科書中環境價值觀內容的接收與解讀情形，並初探國小中年級學童可能有的環境價值觀樣貌。 研究結果發現各領域教科書中「環境價值觀與態度」相關內容出現次數多寡依序為國語、自然與生活科技、社會、藝術與人文、綜合活動；且教科書內容偏向呈現「定位人和自然的關係」以及「關心人類行為的衝擊」兩大主題，而中年級學童對此的解讀亦大致符合，但對於呈現環境價值觀內容的認定和研究者的分析並不完全相同，這可能是因為中年級學童會依據長期從各方接收的訊息觀點，如實際生活經驗、課文情境安排、個人興趣與喜好、自然保育或迷思觀點、個人環保行動及不同環境倫理觀點等因素，進一步與教科書內容連結而歸納出其對人與自然環境關係的詮釋結果。 雖然教科書需改進其未完全達到環境教育課程綱要中希望破除人類中心價值觀的立場，但多數學童並非全盤接收教科書訊息，少部分學童亦能以批判性的觀點解讀教科書；而學童對於教科書的解讀與定位人和自然環境之間的關係則呈現三種環境倫理並陳的情況，甚至人類中心與生態中心倫理兼而有之的矛盾，這是否和教科書內容及主流社會價值觀亦存在此兩種對立的環境倫理並陳的現象有關，值得後續研究長期深入探討。 / This study investigated the environmental values and attitudes conveyed in textbooks as well as the environmental ethics implied and how they are presented. Analysis was conducted on the content of fourth grade textbooks in an elementary school in Taipei City, Taiwan. The reception and interpretation of the environmental values in the textbooks by the fourth grade students at the school was gained by using open-ended questionnaires, focus group interviews, and individual interviews. The findings of this study were as follows. The academic subjects with the most content involving environmental values and attitudes were Mandarin, science and technology, social studies, arts and humanities, and integrative activities. Relevant content in the textbooks was mostly directed at defining the relationship between man and nature and discussing concerns regarding the impact of human behavior. The interpretation of students was broadly identical to this result. Students in fourth grade link textbook content with long-term messages and points of views such as those derived from actual experience, the arrangement of scenarios in past textbooks, personal interests, nature conservation, misconceptions, personal environmental action, and environmental ethics in order to interpret for themselves the relationships between man and nature.