The Research Regarding Stream Ecological Engineering Method Incorporated Into the Education of Environmental Issues in Junior High Schools - An Example of DaLi River

「生態工法」(Ecological engineering method)是期望能融合安全、生態、經濟、環境美質與永續概念於工程建設與自然環境中，並非捨「安全」而就「生態」，乃係兩者兼顧、平衡發展，使人類與自然能共生共存共榮。它雖然不是萬靈丹，卻是人類在過度使用土地資源及防治土石流災害，回復自然景觀之不二法門，它能建構自然環境，提供日常休閒遊憩空間、各類生物棲息環境之共存、治山防洪、國土保安、水土保持、生態保育、環境綠美化、景觀維護、共生共存共榮之自然教育、國民健康及森林遊憩等功能。 本研究之目的，主要在了解大里溪流域附近八所國民中學教師對於大里溪生態工法的瞭解、所認知程度與收取資料來源，並藉由教師教學之專業與經驗，分析大里溪流域附近八所國民中學推廣大里溪生態工法環境教育時，其教學目標、教學內容與共同參與者角色與功能、推行之教育管道及可用之教學資源、推行之適當時機與可行之教學方法等，以便作為今後台灣各地區國民中學推動河溪生態工法環境教育之參考。 生態工法自1998年從國外引進台灣後，正在台灣各地區逐步推廣中。針對大里溪生態工法融入國中環境教育議題，教師認同大里溪以生態工法整治的理念(平均數3.93)；也認同大里溪生態工法融入環境教育議題教學(平均數4.00)；且河溪生態工法與永續發展的概念關係密切(27.1%)且相關(70.5%)；未來，願意實施大里溪生態工法融入環境教育議題教學活動(平均數3.42)；代表生態工法適合融入環境教育議題教學。推動此環境教育，對教師幫助而言有：『可提供一個方便、安全、經濟的戶外教學環境』(ms=3.53，85.7%)、『可增加教師的教學資源』(ms=2.39，74.1%)；對國中學生幫助而言有：『可提供具體而實際的學習材料了解環境及相關議題』(ms=3.51，84.1%)、『可養成愛惜與尊重各種生命的態度』(ms=2.59，80.1%)；但教師憂心可能遭遇之困難的是『自然資源缺乏專業的維護』(ms=1.99，52.2%)、『缺乏行政支援』(ms=1.61，42.6%)、『缺乏科學教材資源』(ms=1.34，45.0%)、『本身相關經驗不足』(ms=1.29，44.2%)等，期待政府機關與民間社會團體及專業人士提供需要的協助。推動此環境教育的管道，學校教育與社會教育同等重要；教學方式偏向『融入各科領域』以議題中心模式較可行。 綜合上述，建議大里溪流域附近八所國民中學可以由學校之課程發展委員會，擬定各校推行大里溪生態工法環境教育之學校教育目標，建立大里溪生態工法環境教育教學、教育與人力資料庫，並廣為結合各級地方政府、鄉公所、學術機關、民間環保團體等資源，以規劃設計適合於各地區學生之大里溪生態工法環境教育，以保持大里溪生態環境之安全、潔淨、自然與永續發展，提供全台其他地區推行河溪生態工法環境教育參考。Ecological Engineering Method is a procedure by which we hope to merge safety, ecology, economy, environment beautification, and sustainable development within infrastructure engineering and the natural environment, maintaining the balance between safety and our ecology without forgetting either of them, also by which means our race shall be able to live in peace with Mother Earth. Although Ecological Engineering Method is no silver bullet, it is, because of the plight we have wrought to the environment in which we dwell, nevertheless our only hope for a restoration, as it can mimic the natural environment, provide everyday resting places, allow us to live with wild animals, beautify our environment, preserve our ecology, etc. The purpose of this research is to realize what the teachers of eight junior highs near Dali River recognize of the use of Ecological Engineering Method at Dali River, and by professional and teaching experience, analyze the teaching objectives, teaching content, co-participants' role, functions, also of the implementation of the educational channels and resources, the time of implementation, and pliable ways of the teaching of the eight junior highs promotion of Dali Rivers' Ecological Engineering Method, in order to use this as a basis for the later examples of river Ecological Engineering environmental education in Taichung. Ever since Ecological Engineering Method came to Taiwan from abroad in 1988, it has gradually been promoted in all places. On merging Ecological Engineering into the country's junior highs' environmental education issue the majority of the teachers have proven assent (avg. 3.93); they have also proven assent of the merging of Ecological Engineering Methods into environmental issues (avg. 4.00); also that river Ecological Engineering is closely related (70.5%) to the concept of sustainable development; and that, in the future, they are willing to implement the concept of Ecological Engineering into environmental educational issues (avg. 3.42); also to be willing to stand out on behalf of ecological engineering methods that are suitable for environmental educational topics. The benefits of this program for teachers are as listed: “ Provides a safe, convenient and economical outdoors learning environment” (ms=3.53,85.7%); “ Increases the rescources for teachers” (ms=2.39,74.1%); while the benefits as provided to junior high students are: “Can provide concrete and practical understanding of environmental and learning issues” (ms=3.51,84.1%); “Able to provide the attitude of caring and respect for all forms of life” (ms=2.59,80.1%); but what is worrying is “ the lack of professional maintenance of the natural environment” (ms=1.99,52.5%); “ the lack of administrative support” (ms=1.61,42.6%); “ the lack of teaching resources” (ms=1.34,45.0%); “ the lack of relevant experience” (ms=1.29,44.2%); etc, in which we look to the government agencies, civil society organizations and professionals to assist. The channels to promote the environmental education, school education and social education are equally important; teaching methods tend to "merge into all subjects" while the issue-centered model is more feasible. This study suggests that the eight junior high schools in Taichung, by school curriculum, draw up a development committee to implement the environmental engineering of Dali River as the goal of the schools' environmental education, and to establish a database of Dali Rivers' human and educational resources, and to combine local governments, academic institutions, private environmental groups and others' resources in order to plan and design for students the environmental engineering of Dali Rivers' Environmental Education, also in order to maintain the safety, cleanliness, natural habitat and sustainable development of Dali River, and to provide implementation of Ecological Engineering Method to other parts of rivers in Taiwan.摘要 I ABSTRACT III 目錄 V 表目錄 VII 圖目錄 X 第一章 前言 1 1-1 研究緣起 1 1-2 研究目的 3 第二章 文獻回顧 5 2-1歷史沿革與生態環境 5 2-2環境教育 13 2-2-1環境危機引發環境教育 13 2-2-2環境教育的定義 14 2-2-3環境教育的目標 15 2-2-4環境教育的內涵 16 2-3河川環境教育 16 2-4環境議題融入教學 18 2-5生態工法 27 2-6河溪生態工法 36 第三章 大里溪水質現況 41 3-1環境保護管理 41 3-2整治與展望 52 第四章 研究方法與步驟 57 4-1問卷調查法 57 4-2實地調查法 61 4-3 研究限制 62 第五章 結果與討論 63 5-1問卷基本資料 63 5-2推動大里溪生態工法環境教育基本課題分析 65 第六章 結論與建議 94 6-1結論 94 6-2建議 96 參考文獻 99 附錄 10