[[alternative]]The study of current situation analysis of Taichung hsien envirunment education participators on the concept of river biotic ---focus on Formosan landlocked salmon

[[abstract]]This research is based on the framework of the concept of “Taiwan River Environment Educational Project 【PROJECT TREE】” from professor Wang, Ching-ming in 1995 to investigate the development of educational concept on river biotic by using the fish of national treasure—Formosan landlocked salmon（Oncorhynchus masou formosanus）as example. It is conducted by sending the questionnaire to the participating elementary and middle school teachers of environmental education of Taichung Hsien and volunteer explainers in Shei-Pa National Park on the concept of environment of fish of national treasure. The results of the study provide better understanding on the current situation of material and supplies on the ecology of the fish of national treasure. The data on the experiences of explanations of the fish of national treasure by volunteer explainers in Shei-Pa National Park were also analyzed. The information obtained from this study is expected to help the pursuance of environment education of the fish of national treasure in the future and is to be used as the reference of researching and developing related teaching materials. The result of this research showed that the environment concepts of the fish of national treasure of the participating teachers (N=28) of environment education of Taichung Hsien elementary and middle schools mainly came from seminars on teaching materials of ecology of the fish of national treasure, journal, and teaching material of explaining publications. The second source of environment concepts of teachers came from broadcast stations or televisions. The environment concepts of volunteer explainers (N=52) mainly came from training activities, teaching materials of explaining publications, newspapers, and magazines. The second source of environment concepts of volunteer explainers came from the reports of investigations and researches, Internet, and broadcast stations or televisions. The environment concepts came from specified courses or general courses in schools were the least for both of teachers and volunteer explainers. This research showed that there is pragmatic help in learning the concepts of ecology reserves and environment educations, promoting the teaching material of environment educations and teaching methods of ecology of the fish of national treasure. This research also pointed out that there may be difficulties encountered by the participating teachers carried out the program of “Education of Ecology of The fish Of National Treasure” in school. The difficulties are mainly “Lack of Teaching Material and Supplies” and “Lack of Administrative support”. These prevailing problems need the assistance from the related institutes. The result of this research demonstrated that the video tape “Teaching Material of Ecology of Formosan landlocked salmon—Is The Fish Of National Treasure At Home?” is well accepted as the teaching material of research and development by participating teachers. This tape can also be provided as a local teaching material of environment education in schools. Hence, we concluded that a good media teaching material of ecology education needs specialists, scholars, related teachers, and media producer to participate in planning and designing. The data of this research indicated that the volunteer explainers in Shei-Pa National Park felt most acquainted with explaining the environment concept of the fish of national treasure. They have the same selected items not only when they confronted with tourists most frequently asked questions about the fish of national treasure but also when they choose the courses in related seminar to study. These selected items are resource value, impact of human society and economics, ecology of inhabitation, resource reserve, and reserve of biological variety. The result of this research also shows that there are some concepts of the environments of the fish of national treasure not recognized by volunteer explainers. Hence, it is expected to have systematic planning and design of courses and to construct the concept of studying the environment of the fish of national treasure to enhance the correct knowledge of the concept of environment education of the fish of national treasure. In this research, we further integrate and analyze the result to deductively synthesize the related subjects. Here are proposed policies to match the five subjects to be the references to promote the environment education of the fish of national treasure. The five subjects are administrative coordination and integration, construction of inner concept, education of environment regulations, research and development of teaching material and teaching method, and training of environment education.