校園是教育的場所，也是學生學習的場域，更是許多野生物的生存棲地。校園是全體師生共同生活、一同成長的唯一、獨特的「學習棲地」，它不但是生態的自然環境，也包含了人為環境以及人與自然互動之學習關係，因此，校園是實施環境教育最佳的場域。國內過去在利用校園場域進行環境教育時，比較偏重於校園步道與生態教材園之努力，其模式大抵由學校營造豐富的生態園棲地，或是教師依其專業，設計規劃出學生的學習教材，學生則是被動的接受學習。本研究則更進一步的藉由師生利用校園場域共同營造學習棲地的過程，以學生為主要設計者、參與者與決策者，並在學習的歷程中提供了校園野生物的棲地，更積極地營造出後續的學習場域與機會。本研究採取教育行動研究的方法，從被動消極的校園環境利用中出發，依NWF的校園棲地（Schoolyard Habitat）與美國俄亥俄州的學習棲地（Habitats for Learning）內涵精神，進行積極的營造校園學習棲地之環境教育活動，並發展出屬於溪山國小的校園學習故事，整個過程中所發生的校園棲地學習事件，研究者依實地工作資料，分析整理出蟄伏期的老師、枯木生機曇華現、生態水池預定地、櫻花入主溪山境以及木椅風暴共五個棲地學習歷程的故事。研究結果顯示：營造校園學習棲地的學習活動，讓學生獲得科域間橫向的學習機會，培養了民主基本素養與對生命的關懷，進而建立了環境生態觀，學到了帶得走的能力。對教師而言，營造校園學習棲地的教學活動，顯示了老師們突破了環境教育障礙困擾、提供學校本位的課程發展機會、進行了EIC的教學、環境議題的問題解決教學，以及啟發了多元智慧中自然觀察者智慧的教學意義。因此，研究者歸納整理出營造校園學習棲地之行動研究所顯示的積極環境教育意義有以下四項：一、校園棲地本身就是教學的素材與場域；二、師生的校園生活就是學習，並且隨時隨地都在進行當中；三、校園學習棲地的教學，提供了師生做中學、意義化的第一手經驗；四、營造校園學習棲地是利用校園環境來進行有意義的教與學的歷程，是環境教育的一環，就是教育。 Campus is a place for teaching, as well as for learning. It’s also a habitat of a lot of living creatures. Campus is the only and unique “ habitat for learning” where teachers and students meet and live together. It not only includes the ecological environment, but also man-made environment, thereby the relationship between men and nature gives the possibility of interactive learning. Therefore campus is the best place for the environmental education. The environmental education in Taiwan is characterized by fact that we are getting used to the campus with designed paths through it and ecological gardens established by school. There are abundant ecology habitats in form of campuses for teaching students in Taiwan. Design of teaching instruments in habitats depends on teachers and their specialization. Nowadays, students passively accepted this kind of teaching. This research has a task to develop methods in a process when teachers and students together use the campus acquiring abilities to build a habitat for learning, students will be the main designers, participants, and those who make decisions. Meanwhile, under this learning process, habitats will have wild animals in the campus, and the further learning places and chances for the later users will be provided. This research uses the method of education in action, in accordance with the content and spirit of NFW Schoolyard Habitat and the Habitats for Learning of Ohio in USA. The research appeal to change from passive usage of the surrounding of a campus, to active setup of habitats for learning through environmental education. Such a learning environment was started for the campus of Xi-Shan Primary School. Some phenomena taken from my notes from the time when working on the experimental process of learning how to build habitats in schools were analyzed and arranged into five stories: Teachers in Torpidity, A Flash Revive Dry Wood, Opening of an Ecological Pond, Red Cherry Trees Newly Come to Xi-Shan, The Wooden Chair Incident. My research shows that the activities related to building a Habitat for Learning in the campus brought some advantages for students: chances in learning different horizontal subjects, basic knowledge of democracy and concern of life, further more, establishing their vision related to environment and biology. Thus, their knowledge turns into their ability that could be used out of the campus. The advantages for teachers are also various. The teaching of the above-mentioned activities helps them to overcome the obstacles of the Environmental Education, gives them a chance of developing the principle courses to teach EIC, and problem-resolution methods on environmental subjects, and enriches them by Naturalist Intelligence in Poly-Wisdom. To conclude, I sort out four bold meanings for Environmental Education by the research on procedures pertaining building the Habitat for Learning as follows: 1.Habitat for Learning itself is a teaching tool as well as a teaching place; 2.The life in the campus is learning for both teachers and students, and it is a process at anytime anywhere; 3.The teaching of Habitat for Learning gives teachers and students the first experience of learning by meaningful doing; 4.Building the Habitat for Learning consists in making use of the environment in campus in order to proceed a meaningful teaching and learning, which is included in the Environmental Education and is also an education.