以绘本为媒介进行环境议题教学之研究

93***1.2.96.4%92.9%96.4%3.4.t9.031,p.05***9420002001200020002001Morrow,199720002000200019981.2.3.199591826199495RamseyHungerford19891.HungerfordHungerford1992962.PennoktgdiPennocktgdi19943.StappStapp19864.JohnsonJohnson199156134199897picturebooksKiefer198219912001-1998—————————————————————————————————98-1.1996757MonhardtMonhardt200035There’sanOwlintheShower2.199719991999multiple-baselineacrosssubjects20009920002000822000202000Morrowetal.,1997Liston1994LauritzenandJaeger1997Butzow&Butzow199419961.2.1003.4.19981992DeYoung,MonroeMartha1996narrativesstoryButzow&Butzow,1994Monroe1991Down1991Moser,19941999199219871973DaiseyDabney199719871992200010117102202871.1032.1.1993-HelenandAcott2000NEPDSPLikert21106219418161811653511131535547101417410175269121920Likert5432112345104Cronbachcoefficientalpha.1962SPSS8.0Cronbach0.72.2.questionnairesemi-structuredinterviews5247102325610528LikertScale27866111282884484SPSS8.01T-test1061071.2.…………1083.storymapping109I1.2.3.160III-1.2.3.120II1.2.3.120III1.2.3.4.120III1.2.3.4.160IV1.2.160110910913TS17S12900911S131301011998900914S20200101111-900928S19…190201190202TS2828901002T71.2.3.112S27S27S29900928S3901004S10901004113Butzow&Butzow,1994901011TS7TST901011T..S10TS28901015S21210502S18180601S01010601S19114190601S27270101S2525901002S3S10901004S2020102S17…900928S12120103120103115t-testMSDDft-test2873.326.91279.031*2886.575.0327*P.05S10901004S27270601…901026(28)20710071.4%25.0%3.6%0%0%11696.4%92.9%1.2.3.4.(28)18811064.3%28.6%3.6%3.6%0%96.4%1.90092896.4%2.3.-1174.5.6.t9.031,p.0592.9%1.2.3.1181.2.199438-4519922002.08.26(89)89122368199120-33200019971999199520-331991199820011996326-311998173-199199920002000197333-4198768-7719922000Butzow,C.M.&Butzow,J.W.(1994).IntermediateScienceThroughChildren’sLiterature-overlandandsea.Daisey,P.,andDabneyJ.(1997).Learningfromothers-usingbiographiescanincreasestudentinterestinplantscience.120ScienceandChildren,40-42.DeYoung,Raymond;Monroe,MarthaC.(1996).Somefundamentalsofengagingstories.EnvironmentalEducationResearch,2(2),171-187.Dowd,F.S.(1991).Storybooks:Stimulatingsciencestarters.SchoolLibraryMediaQuarterly,19,105-108.HelenandAcott(2000).AModifiedNEP/DSPEnvironmentalAttitudesScale.ThejournalofEnvironmentEducation,32:1,p12-20.Kiefer,B.Z(1982).TheresponseofPrimarychildrentoPictureBooks.TheOhioStateUniversity.Lauritzen,C.&Jaeger,M.(1997).Integratinglearningthroughstory-Thenarrativecurriculum.Albany,N.Y.:DelmarPublishers.Liston,D.D.(1994).Story-Tellingandnarrative:ANeuro-philosophicalperspective.ED372092.Monhardt,R&Monhardt,L.(2000).Children’sliteratureandenvironmentissue:Heartovermind.ReadingHorizons,40(3),175-184.Monroe,M.(1991).Theeffectofinterestingenvironmentalstoriesonknowledgeandaction-takingattitudes,unpublisheddoctoraldissertation,UniversityofMichigan,AnnArbor,MI.Morrow,L.M.,Pressley,M.,Smith,J.&Smith,M.(1997).Theeffectofaliterature-basedprogramintegratedintoliteracyandscienceinstructionwithchildrenfromdiversebackgrounds.ReadingResearchQuarterly,32(1),54-76.Moser,S.(1994).Usingstorybookstoteachsciencethemes.ReadingHorizons,35,139-150.Smith,J.L.&Johnson,H.(1994).Modelsforimplementingliteratureincotentstudies.TheReadingTeacher,48(3),198-209.199619872000198719881987200120001998121AResearchonUsingPicturebooksastheMediumtoTeachEnvironmentalIssuesMei-LingLiu*Pei-LianWang**AbstractThisresearchusesmainlyqualitativemethods,andquantitativemethodsforassistance.Thegoalistodesignandconductateachingofenvironmentalissuesusingpicturebooksasthemedium,andtoanalyzeandinquireintotheresultoftheteachingbymeansofclassroomobservation,worksheets,questionnaires,andjournalentries.Theimportantfindingsareasfollows:1.Basedonsuggestionsandreviewsofenvironmentaleducationexperts,workers,experiencedteachers,andteacherswhohaveexperienceinusingpicturebooksasthemedium,therelationbetweenthehumandevelopmentandnaturalenvironmentisdesignedtobethesubjectofteachingactivities.Wechooseninepicturebooksanddesignrelatedactivitiestohelpstudentsunderstandtherelationbetweenthehumandevelopmentandnaturalenvironmentandtheinfluenceofhumandevelopmentuponenvironment.Wehopethatstudentswillrealizetheimportanceoftheenvironmentalprotectionandconsequentlytakeactiontoprotectenvironment.2.Researchobjectshavepositiveattitudetopicturebooksandrelatedteachingactivitiesandmethods.Thereare96.4%studentswholikereadingpicturebooks.92.9%ofstudentsliketheteachingactivitiesusingpicturebooksasthemedium.Inaddition,96.4%ofstudentshopetoparticipateagaininthesimilaractivity.3.Researchobjectslikepicturebooksthatarebothinterestingandfunctional.Judginguponthecontentandlanguage,theylikethevividrealisticpicturebooksandbooksthatcanincreasetheirknowledgeandhelpthemtolearn.Judginguponthepicturesandillustration,studentlikebookswithmanyfine-designedpictures/illustration;bookswithpicturesthroughwhichstudentscanconstructstoryontheirownaremostfavorable.*StudentTeacherofTaoyuanSin-WuElementarySchool**ProfessorofTaipeiMun