原住民傳統知識源自於土地，而文化是透過人群與土地環境長久互動下所產生，因此在地環境教育應以地方為基礎，使學習者從互動中重新認識地方、連結情感、最終能產生有利於地方環境的行動。本研究主要目的為：(1)探討臺灣東部一所原住民小學的地方本位環境教育課程，於教學歷程中有哪些關鍵性的課程因素，能引發學生的地方依附與意義，提升環境責任感，並促進對在地環境的關懷與行動；(2)在本課程的實施中，教學者該扮演怎樣的角色與具備怎樣的能力以利學生的學習；(3)本課程如何跨越學校的邊界，連結社區的環境與資源，以建構一個有助於合作學習及社區參與的教學文化。
本研究採用參與式行動研究(Participatory Action Research - PAR)做為探究方式，研究參與者為學校師生、社區耆老、中生代文史工作者、部落青年與社區藝術工作者等，過程中參與者及研究者一起合作、確認議題、提出問題並行動，透過觀察、反思、轉化的批判性過程，尋找可能的解決方法，並藉由賦權產生解決問題的行動。課程的實施以人文主義地理學者所提「地方之愛」為行動的基礎，同時結合地方教育與環境行動的理念，以在地社區環境為教學場域，帶領學生認識土地的歷史與故事，並透過藝術媒介與社區支持網絡，使學生對地方產生情感與認同，激發其對在地環境的關懷與行動。研究歷程以行動實踐為主體，透過教學田野現場的觀察紀錄、省思札記、深度訪談、學生作品與行動等多元資料的收集與分析，以瞭解學生在學習過程中情意與行動的改變。
研究結果顯示，(1)從在地環境的實際體驗出發，有助於學生對地方的情感並提升對在地環境的敏感度，同時課程若能連結在地的歷史與文化意義，將更能激發學生們的情感與學習動機；而透過對地方深度的閱讀與互動，學生不僅能建構對地方的依附感，亦能更有自信地成為地方的主動探索者，並產生行動的動機。(2)教學法的運用(如藝術創作實踐)能開啟學生內心的感知，產生情感的連結，進而提升其地方依附與認同感；再者可培養學生對議題的調查與批判性思考的能力，發展對地方的價值觀與責任感，並促進在地的環境行動。(3)教師在課程教學上，若能創造互動學習的環境，能使學生從互動中產生意義並願意主動關心環境議題；此外若能考量到在地的文化脈絡、理解與回應學生的學習狀態並提供支持的力量，能有效地提升學生的能力感進而參與在地環境行動。(4)結合社區資源創造一個有助於合作學習及社區參與的教學文化，將能增進學生的學習並開啟對地方環境議題的關注與行動；再者博物館作為一個社會文化機構，若能積極面對當代真實社會的課題，連結在地學校及社區夥伴，能強化地方參與以及回應在地議題的行動目標。最後，根據本研究結果，對於未來地方本位環境教育的發展與研究提出建議。

Indigenous traditional knowledge is derived from the land, and culture is generated through long-term interaction between people and the land environment. Therefore, indigenous environmental education should be based on place, so that learners can reacquaint themselves with place through interaction, connect emotionally, and ultimately produce actions that are beneficial to the local environment. The main objectives of this study are: (1) to investigate what are the key curriculum elements in a place-based environmental education curriculum in an indigenous elementary school in eastern Taiwan that can induce students' place attachment and meaning, enhance their sense of environmental responsibility, and promote care and action for the local environment; (2) what are the roles and competencies of the teachers in the implementation of this curriculum to facilitate students' learning; (3) how the curriculum crosses school boundaries and connects community settings and resources to build a culture of teaching and learning that facilitates collaborative learning and community participation.
This study uses Participatory Action Research (PAR) as the method of inquiry. The participants are school teachers and students, community elders, middle generation literary and historical workers, indigenous youth, and community artists, etc. During the process, the participants and researchers work together, identify issues, ask questions, and take action. Through a critical process of observation, reflection, and transformation, participants search for possible solutions and generate actions to solve problems through empowerment. The course is based on the humanist geographer's concept of "topophilia", and integrates the concepts of place-based education and environmental action. The course uses the local community environment as the teaching field, leading students to understand the history and stories of the land, and through the medium of art and community support networks, students develop emotions and identity for the place and inspire them to care and act for the local environment. The research process was based on action practice, and the data were collected and analyzed through observation records, reflective journals, in-depth interviews, and students' works and actions in the teaching field, in order to understand the changes in students' emotions and actions during the learning process.
The results of the study showed that (1) the experience of the local environment helped students to develop their emotions and sensitivity to the local environment, and the curriculum could promote more their emotions and learning motivations if it was linked to the historical and cultural significance of the place. Through in-depth reading and interaction with places, students not only construct place attachment, but also become more confident as active explorers of places and generate motivation for action. (2) The use of pedagogy (e.g., creative arts practice) can open students' inner perceptions, create emotional connections, and enhance their place attachment and identity; furthermore, it can cultivate students' ability to investigate and think critically about issues, develop values and responsibility for place, and promote local environmental action. (3) If teachers can create an interactive learning environment in the curriculum, students can make meaning from the interaction and be willing to concern environmental issues; in addition, if they can take into account the local cultural context, understand and respond to students' learning status, and provide support, they can effectively enhance students' sense of competence and participate in local environmental actions. (4) Combining community resources to create a teaching culture conducive to collaborative learning and community participation will enhance student learning and initiate attention and action on local environmental issues. Furthermore, as a social and cultural institution, a museum that actively face the issues of contemporary society and connects with local schools and community partners can reinforce the goal of local participation and action in response to local issues. Finally, based on the results of this study, we propose recommendations for the future development and research of place-based environmental education.

第一章 緒論 1
一、研究的背景與動機 1
二、開始進入學校教學 5
三、問題意識與行動起點 10
四、研究目的 16
第二章 文獻回顧 17
一、傳統在地知識的內涵與傳承 17
二、地方感與環境教育 23
三、地方/土地教育學 31
四、引發環境行動的關鍵 41
五、藝術本位與環境教育 49
第三章 研究方法 57
一、研究場域 57
二、研究取向 64
三、關鍵議題與研究架構 70
四、資料的收集與分析 73
第四章 結果與討論：課程的實施與激發環境行動的關鍵 77
一、地方的探索與議題思辨 80
二、情感的涉入與地方經驗的展現 90
三、找尋地方的價值與意義 95
四、參與地方、創造新的地方意義 99
第五章 結果與討論：文化回應、合作學習與社區參與 103
一、建構與學生共舞的學習環境 103
二、營造合作學習與社區參與的教學文化 107
三、博物館成為保存與傳承在地知識的重要夥伴 111
第六章 結論與建議 113
一、結論 113
二、建議 119
參考文獻 123
附錄：本研究課程發展行動歷程記錄 134

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