世界上許多中、高度發展國家中，人類的生活越來越富裕，科技產品逐漸普及，居住的環境也從自然圍繞的鄉村逐漸轉變為水泥叢林，平時的休閒活動中，看電視或使用3C用品的比率上升，而從事戶外運動的時間相對減少。許多孩童因為對於自然的陌生，當初次與自然接觸時，甚至會有恐懼、排斥與想逃離的情緒，同樣的狀況也發生在許多成年人身上。然而過去人與自然曾經密不可分，緊密連結，然而現況卻不再如此。學校是多數學齡兒童學習的主要場域，學校的課程中促進自然連結元素的有無，是否也影響學校成為連結人與自然媒介的可能性？
　　基於上述的關懷，本研究針對長期推動結合在地資源、自然環境與人文歷史發展課程的國民小學，探索在經過長時間浸潤在積極接觸自然課程的教學氛圍中的高年級學生的自然連結感狀態。另一部份，本研究自行編製環境關切的相關問項，以了解學生的環境關切程度，同時也調查學生之個人背景變項，探索學生在生活中與自然互動的情形，分析是否有影響自然連結感或環境關切程度的潛在因子。本研究研究工具共分為三部份，第一部份「自然連結感」以Judith Chen-Hsuan, Cheng（鄭辰旋）發展並於2020年從新改版後的「自然連結感量表」（Connection to Nature Index, CNI）（Salazar, Kunkle, & Monroe, 2020）對學生進行自然連結感狀態之測量；第二部份「環境關切程度」以研究者自編之環境關切問項測量學生對環境關切程度；第三部份「個人背景變項」則根據研究者需求發展問項。
研究結果顯示，學生的自然連結感表現達到3.90分，不同年級及接觸自然頻率不同的學生，在自然連結感的表現有顯著差異，而環境關切與自然連結感呈現高度相關性（r =0.70），個人背景變項中，「週末假日到自然玩耍頻率」、「住家背景環境」及「班級每學期戶外教學次數」三個變項，皆對自然連結感及環境關切程度有部份的解釋力，R平方值分別為0.237及0.204。本研究之結果可提供發展積極接觸自然課程之學校一些實質效益上之參考。

In many medium- and highly-developed countries, human life is becoming wealthier, and people’s lives are filled with technology products. The place human live is gradually changing from natural surrounding villages to urban city. The usual leisure activities become watching TV or using 3C and the time spent on outdoor is relatively decreasing. Many children are even unfamiliar with Nature. When they first time contact with Nature, they even have fear, rejection and feelings of wanting to escape. The same situation also occurs in many cases when becoming adults. However, people and Nature have been inextricably linked and closely connected. People used to learn many living wisdoms and techniques from Nature. School education is the field of study for most school-aged children. In the school curriculum, can the elements promoting connection to Nature be used as a starting point for connecting people and Nature?
Based on the above concerns, this research is exploring the “Connection to Nature” and “Environmental concern” status of senior students who have been immersed in the teaching atmosphere of active exposure to Nature by an elementary school which have been developing curricula actively exposed to Nature for a long time. Also, this research done the survey of individual variables, exploring the interaction of students with nature in their lives, and analyze whether there are potential factors for the status of Connection to Nature and the Environmental concern.
The Questionnaire consists of three parts. First part is the “Connection to Nature Index”（CNI）developed by Cheng（2012）and revised in 2020（Cheng & Monroe, 2012; Salazar, Kunkle, & Monroe, 2020）.Second part, researcher used self-edited “Environmental concern” questions for exploration. Third part is individual variables. The results of the research show that the performance of Connection to Nature has reached a middle-to-high score（mean=3.90）, and there are differences in the status of Connection to Nature in different grades, and Environmental concern and Connection to Nature are highly positive correlated（r =0.70）. In the individual variables, “Frequency of play in nature on weekends and holidays”, “Home background environment”, and “Number of outdoor field trip in class each semester” respectively have some explanatory powers for the Connection to Nature（R-squared=0.237）and Environmental concern（R-squared=0.204）. The results of this research can provide some substantial benefits as reference for school education.
Keywords：Contact with nature, connection to nature, Environmental concern

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