本研究主要目的是探討北區國民中學推動永續校園的「規劃內涵」、「實施成效」以及「面臨困境」。研究方法以問卷調查為主、訪談為輔，研究對象為申請91-95年教育部補助永續校園局部改造計畫之北區14所國民中學，調查表共寄出14份，回收14份，回收率100％；研究問卷共寄出490份問卷，回收384份，回收率為78.4％，有效問卷為362份；訪談對象為各縣市抽取一所學校訪談負責規劃人員。根據文獻探討、問卷調查和訪談結果的發現，歸納出以下結論：
一、 北區五縣市國民中學推動永續校園之規劃動機主要為爭取經費改善學校校園環境，並發展學校特色以實踐永續發展教育理念。
二、 北區五縣市國民中學申請教育部補助永續校園局部改造計畫主要項目為「生態景觀教學水池」、「多層次生態綠化」及「雨水回收再利用」。
三、 大部分教師對永續校園的設施項目之認同態度良好，且整體教師對永續校園規劃的整體設施項目評分的情形屬於中上；其中有兼行政職務之教師、任教自然與生活科技領域、有參與規劃及小規模學校等背景之教師大部分較一般教師高。
四、 教師使用永續校園設施應用於教學活動中的動機為配合學校政策、提升學生環境生態教育觀念及營造示範永續發展教育基礎。
五、 教師將永續校園設施融入教學的主要項目為「生態景觀教學水池」、「多層次生態綠化」及「教學農園」；最常應用於教學活動的主要項目為「生態景觀教學水池」、「多層次生態綠化」及「教學農園」，且設施屬於大致可使用的狀況。
六、 教師因應永續校園規劃而研發課程教材的主要設施項目「生態景觀教學水池」、「教學農園」及「多層次生態綠化」。使用的教學方式主要為「校園觀察教學」、「講述教學」、「活動設計教學」。
七、 在規劃層面上主要困境為專業不足、教師參與意願不足、工程時程緊湊、欠缺專家學者協助及經費補助不足；在維護管理層面上主要面臨的困境為欠缺專職人員管理、專業能力及維修費用不足及設計不良亦造成後續維修困難；在融入教學層面上主要面臨的困境為教師專業與共識不足、學校環境資源不足、課程設計不易的問題；其他面臨的困境主要為發展學校特色問題、策略聯盟校際資源整合問題、人事更迭頻繁問題及工作負擔繁重問題。
最後，依據研究結果對教育當局、有心推動永續校園的國民中學及後續研究等提出建議。
關鍵字：永續校園 / The main purpose of this research was to investigate the planning connotation, the effectiveness on implementing, and the predicament faced for implementing sustainable campus of junior schools in five counties and cities of Northern Taiwan. The research methods are based on the questionnaire and survey. Interview method is also used to assist in developing the research. 14 junior high schools in five counties and cities of Northern Taiwan, which joined Taiwan Sustainable Campus Project subsidized by the Ministry of Education from 2002 to 2006, are the research objects. 14 copies of the survey and 490 copies of the research questionnaire are distributed to the 14 schools. Out of the 14 surveys and the 490 research questionnaires, 14 surveys and 362 questionnaires are valid. The retrieval rates are 100% and 78.4% respectively. There are 5 interviewees who are responsible for sustainable school environment planning. Finally, the conclusions of the study have been made by analyzing the literature review, the survey, the questionnaire, and the interview’s results. Some findings are described as below:
1. The main motivations that junior high schools in five counties and cities of Northern Taiwan joined Taiwan Sustainable Campus Project are striving for funds to improve school environment, and developing school characteristics to implement the concepts of sustainable development education.
2. The main projects of the application for Taiwan Sustainable Campus Project in junior high schools in five counties and cities of Northern Taiwan are“ecological pond,”“the multi-layers ecological green-making,”and “rainwater retrieving.”
3. There is high identification and evaluation in the sustainable campus environmental facilities among most of the teachers. However, teachers who are school administrators, who participate in sustainable campus planning, who teach science and technology subject, and who belong to small scale schools have higher identification than general teachers.
4. The main motivations that teachers incorporate sustainable campus environmental facilities into teaching are cooperating to schools’ policies, promoting the concepts of environmental and ecological education among students, and building the model of sustainable development education.
5. The main projects that teacher incorporate sustainable school environmental facilities into teaching are “ecological pond,”“the multi-layers ecological green-making,”and“agricultural garden for teaching.”Facilities that teachers use most frequently are “ecological pond,”“the multi-layers ecological green-making,”and “agricultural garden for teaching.” Moreover, they are in good condition.
6. The main projects that teacher design lesson plans and materials due to sustainable school environmental planning are“ecological pond,” “agricultural garden for teaching,”and“the multi-layers ecological green-making.” The main teaching methods that teachers adopt are “campus observing,”“lecture,”and“activity-designed.”
7. The main predicaments for implementing sustainable campus are planners’ insufficient professional knowledge, teachers’ low participation, too much time consuming, lack of experts’ assistance, and insufficient funds. The main predicaments for maintaining sustainable campus facilities are shortage of the manpower for specific responsibility for maintaining, insufficient professional knowledge in administrators, insufficient expenses of maintaining, and inappropriate design of the facilities. The main predicaments that teachers incorporate sustainable campus environmental facilities into teaching are teachers’ insufficient professional knowledge and common consensus, schools’ insufficient environmental resources, and not easily planned curriculum. The other main predicaments are problems of developing schools’ characteristics, problems of the resource integrated in schools’ strategic alliance, problems of personnel frequent replacement, and problems of heavy work burden.
According to the results of the study, some suggestions are offered to the educational authorities, junior schools, and those who go further studies.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0094911009 |
| Creators | 徐雅鐘, HSU YA-CHUNG |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
Page generated in 0.0024 seconds