一、培育學生多元社會的公民素養；
二、涵養跨領域文學及藝術審美素養；
三、認識台灣與世界文化多樣性；
四、學習尊重生命與生態環境；
五、加強學生數理與科技之基本素養；
六、增進學生基本語文能力；
七、健全身心發展，豐富生活品質。鑒於近來環保議題與個人和社會生活越趨息息相關，基於環境教育法之目標：「促進國民瞭解個人及社會與環境的相互依存關係，增進全民環境倫理與責任，進而維護環境生態平衡、尊重生命、促進社會正義，培養環境公民與環境學習社群，以達到永續發展」，為使學生對氣候變遷所造成的各種議題有所關注，並重新審視人類對於環境的態度，以及試圖發展自我面對環境劇烈變化的方式，規劃本課程。
本課程著重在「家園環境的生態實踐」，首先，由人類生活與周遭生態的連結出發，認識各種化合物的循環對人與其他生命的影響，思索並發展對環境友善的生活方式。再者，由環境保育的觀點檢視作為一個地球公民的責任，如何使得永續發展營造環境、經濟和社會三方面的共同發展，兼顧了當代人的資源分配，與延續後代人之所需，進而思考合理的在地生活。最後，透過在地的實例，促使理解對於環境議題關注的必要性，以解析媒體訊息，回應議題，進而承擔責任。
本課程主要有三個要素，首先是「科學探究的態度」，由基本的科普知識，建立對於整個環境變遷的概觀，並強調嚴謹與重複驗證的精神，對環境的各種面向做不斷的探索，重視生物演化的多樣性，以使人類更能掌握自身所處的境地。再者是「對於環境的責任」，由主流的環境倫理觀，建立個人及社會對於環境的良好對待方式，以致力於維護環境的整全，健康與美。最後是「正確的媒體識讀」，由各種環境議題，以及對於議題的各種媒體訊息，建立個人發展自我判斷的能力，以便於在生活中推行各種作為，使環境保育和永續發展的觀點暢行。1. Cultivate students’ citizenship qualities in a diverse society;
2. Cultivate interdisciplinary literary and artistic aesthetic qualities;
3. Understand the cultural diversity of Taiwan and the world;
4. Learn to respect life and the ecological environment;
5. Strengthen students’ basic literacy in mathematics, science and technology;
6. Improve students’ basic language skills;
7. Improve physical and mental development and enrich the quality of life. In view of recent environmental issues becoming more and more closely related to personal and social life, based on the goal of the Environmental Education Law: "Promote citizens' understanding of the interdependence between individuals, society and the environment, enhance national environmental ethics and responsibilities, and thereby maintain environmental and ecological balance, respect life, Promote social justice and cultivate environmental citizens and environmental learning communities to achieve sustainable development." In order to make students pay attention to various issues caused by climate change, re-examine human attitudes towards the environment, and try to develop self-face The environment is changing dramatically in ways that plan this course.
This course focuses on "ecological practice in the home environment". First, starting from the connection between human life and the surrounding ecology, we understand the impact of the cycle of various compounds on humans and other life, and think about and develop an environmentally friendly lifestyle. Furthermore, from the perspective of environmental conservation, we examine our responsibilities as a global citizen, how to achieve sustainable development and create common development of the environment, economy and society, taking into account the resource allocation of contemporary people and the needs of future generations, and then Think about reasonable local life. Finally, through local examples, it helps to understand the need to pay attention to environmental issues, analyze media messages, respond to issues, and then assume responsibility.
This course has three main elements. The first is the "attitude of scientific inquiry". It uses basic popular science knowledge to establish an overview of the entire environmental changes, and emphasizes the spirit of rigor and repeated verification, constantly exploring various aspects of the environment, and paying attention to The diversity of biological evolution has enabled humans to be more in control of their own situations. The third is "responsibility for the environment". Based on the mainstream environmental ethics, we should establish a good way for individuals and society to treat the environment, and strive to maintain the integrity, health and beauty of the environment. The last step is "correct media literacy", which builds the ability of individuals to develop self-judgment based on various environmental issues and various media messages about the issues, so as to implement various actions in life and make the views of environmental conservation and sustainable development prevail. .
本課程目的在於充分發揮環境教育的理念，即幫助學生得到必須的知識、技能和價值觀，期望未來能個別或集體行動，以解決現在和將來的環境問題，同時也幫助學生能夠將所具備的環境知識、技能和價值觀，透過教育的方式來影響別人。也就是說，它是一種價值教育，強調環境行動及問題解決，並尊重萬物與弱勢族群的價值。為改善台灣環境教育過於重視知識與單項交流的偏差，本課程發展內容涵括--台灣自然生態之美、環境議題分析、自然體驗等面向。
The purpose of this course is to give full play to the concept of environmental education, that is, to help students acquire necessary knowledge, skills and values, and to hope that they can act individually or collectively in the future to solve current and future environmental problems. It also helps students to apply their knowledge to the environment. Knowledge, skills and values influence others through education. In other words, it is a value education that emphasizes environmental action and problem solving, and respects the value of all living things and disadvantaged groups. In order to improve Taiwan's environmental education that places too much emphasis on knowledge and single-item communication, the content of this course has been developed to include the beauty of Taiwan's natural ecology, analysis of environmental issues, and natural experience.
1. 102環境白皮書。行政院環境保護署
2. 歐陽嶠暉。2000。2000年民間環保政策白皮書。桂冠
3. 金鑒明、王禮嬙、薛達元。1996。自然資源保護概論。中華民國國家公園學會保育出版社。
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5. 朱錦忠。2007。環境生態學。新文京開發出版社。290頁。ISBN 978-986-150-629-9
6. Lester R. Brown (蕭秋梅譯)。1999。生態經濟革命。揚智出版
7. Ahmed M. Hussen (陳凱俐譯)。2001。環境經濟學原理。揚智出版
1. 102 Environment White Paper. Environmental Protection Agency, Executive Yuan
2. Ouyang Qiaohui. 2000. 2000 White Paper on Private Environmental Protection Policy. Laurel
3. Jin Jianming, Wang Liqiang, Xue Dayuan. 1996. Introduction to Natural Resource Conservation. National Park Society Conservation Press of the Republic of China.
4. Translated by Xue Dayuan and others. 1997. Protect the world's biological diversity. LANDSCAPE ENTERPRISES LIMITED.
5. Zhu Jinzhong. 2007. Environmental Ecology. Shin Bunkyo Development Publishing House. 290 pages. ISBN 978-986-150-629-9
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7. Ahmed M. Hussen (translated by Chen Kaili). 2001. Principles of Environmental Economics. ALi Publishing
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 學習日誌學習日誌 Learning log |
30 | |
| 期中/期末考期中/期末考 Midterm/Final Exam |
30 | |
| 上課參與、出席率上課參與、出席率 Class participation, attendance rate |
30 |
