[ 摘要 ]

本研究旨在利用Sheppard(1995)的新環境典範量表加以改編的環境世界觀量表為研究工具，苗栗縣原住民地區三鄉鎮的所有十四所小學共414位高年級學童為研究對象，以描述性統計來了解原住民地區國小學童的環境世界觀表現情形，用獨立樣本T檢定、單因子變異數分析、Pearson積差相關分析等推論性統計來比較不同的個人背景變項在環境世界觀及其六個內涵之差異及個人背景變項與環境世界觀及其六個內涵之相關性。

研究結果顯示，學童的環境世界觀現況除了「新政治」外，普遍是趨向於新環境典範的。個人背景資料在環境世界觀的六個內涵及環境世界觀之差異上，就讀原住民學校及山地鄉原住民地區學校的學童在「對自然的價值觀」及「環境世界觀」、十歲以前主要居住在原住民地區的學童在「計畫與風險」、原住民學童在「新社會」、父親是非原住民的學童在「環境世界觀」、休閒模式趨於戶外的學童在「計畫與風險」及「環境世界觀」，均明顯的較趨向於新環境典範。且就讀非原住民學校、低年級、非原住民、父母親非原住民、多從事戶外活動、有較多的環保經驗的學童是較趨向於新環境典範的。

研究結果建議，可透過科際的整合、課程的統整，針對原住民學校、山地原住民地區學校、高年級、原住民、十歲以前主要居住地不是原住民地區的學童，多開設環境關懷課程、鼓勵參與環保行動及從事戶外活動。



[ 英文摘要 ]

This study aimed to explore the environmental worldview of elementary school students in aboriginal area and the differences under thirteen background variables in the students’ environmental worldview as well as its six components. The relationships between the students’ backgrounds and their environmental worldview and its six components were also examined. A total of 414 fifth- and sixth-grade elementary school students in Miaoli County were investigated their environmental worldview using an environmental worldview scale adapted from the new environmental paradigm (NEP) scale developed by Sheppard (1995). However, only 343 valid questionnaires were collected. Besides descriptive statistics, independent-samples T-test and one-way ANOVA were adopted to examine the significance of the results, while Pearson Correlation Coefficient was used to analyze the relationships.

Three findings were found in this study. First, the students generally tended to show acceptance over NEP in their environmental worldview except for the component “new politics”. Second, the background variables which showed significant difference over the NEP in the whole environmental worldview and the six components are as follows: category and area of the school, residence before age ten, race, parents’ races and leisure pattern. The results showed that those who accepted NEP worldview more are the students from aboriginal area schools of mountain townships and aboriginal schools in their environmental worldview and the component “the value about nature”, the students who live in aboriginal areas before age ten in the component “ plan and risk”, the aboriginal students in the component” new society”,the students whose fathers are non-aboriginal in their environmental worldview, the students with more outdoor leisure activities in their environmental worldview and the component “plan and risk”.Third, the students studying in non-aboriginal schools, in lower grade, belonging to non-aborigines, with non-aboriginal parents, with more outdoor activities and more experience about environmental protection tended to accept the NEP more.

The results of this study suggest that through technology integrated science and curriculum integration, more courses about environmental concern issues should be delivered to the students in aboriginal schools, in aborigine area schools of mountain townships, in lower grade, and to those who are aborigines and live in non-aboriginal areas before age ten. Also, these students should be encouraged to engage in more environmental protection and outdoor activities.