85學年度台北市國民小學開始設科實施鄉土教學活動(homeland study
program)， 並授權給各縣市或鄉鎮學校根據地方特色編印補充教材，這對學校與教師來說是一大挑 戰，為協助解決此問題，本研究採用參與式行動研究(participant action research) 、以課程發展為主軸，探討國小教師如何運用環境教育(environmental education)的 內涵與教學方法，共同合作進行鄉土教學空白課程的設計、發展與執行。主要關切的 研究問題為：(1).國小教師如何以共同研究的方式，在鄉土教學活動時段進行環境教 育的課程設計與實施？(2).國小教 師如何在教學過程中不斷反省、修正，以促成個人 的教學革新(instructioninnovation)與專業發展(professional development)？ (3).教師如何在教學過程中，引導學生養成較成熟的思考模式與增進解決環境問題 (resolving environmentalproblem)的能力？本研究採用的參與式行動研究是以解 決實際問題為主要訴求，而不求結果的類推性(generalization)。透過深入訪談 (in-depth interview)、參與觀察(participant observation)與文件蒐集(document collection)等多重方法來蒐集資料，並將不同時間與來源的資料相互檢核驗證與整 理分析，期能完整呈現整個研究過程，以增進對於「在鄉土教學活動時段推行環境教育的可行性」以及「參與式行動研究過程中教師專業發展」兩個面向的了解。研究過程中由兩位國小教師與研究者組成研究小組，共同經歷了問題醞釀期、課 程發展期、課程實施期、結束與檢討等四個階段，進行課程設計、執行、檢討、修正 與再執行的不斷循環。研究結果發現鄉土教學活動可為推行國小環境教育的新契機， 且應用戶外教學與環境問題解決模式，可以達到環境教育與鄉土教學的技能(skill)、 情意(affective)與認知(cognitive)領域的教學目標。教師推行環境教育職能的不足， 可藉由參與式行動研究的方式，從學校教師本位(school/teacher based)出發，以學校 為場所、教師為焦點，達到合作實踐導向的進修，並在過程中強調教師的省思 (teachers' reflection)與同儕小組合作，共同建構(constructe)教師的專業內涵。 經過一學期的合作，研究小組設計並執行了九次的課程，學生方面的影響為：對周遭 環境開始關心與注意、思考與表達能力的養成、主動學習與合作性增強、問題解決能 力的提昇；教師本身的影響則
為：對學校與學生更為了解、發現自己的能力、能從多 方面看事情、重建師生關係、認同小組研討經驗分享的在職進修方式等；同事與家長 多給予正面的支持與回饋。根據研究結果、討論與發現的部份困難限制，分別從課程、教師、學校與教育有 關當局方面提出幾項建議，並對未來研究發展方面提出幾點看法，以供有興趣的機關 或相關人士參考。

The elementary school in Taipei began to inserted to carry out the homeland study program in the 1996 academic year, and each country and school had been authorized to compile auxiliary teaching material according to local character. This was a huge
challenge for schools and teachers. In order to resolve this problem, this research adopted participant action research to develop curricula to explore how the primary school teacher use the contents and teaching methods of environmental education to
design, develop, and implement the empty curriculum of homeland study program by collaboration. The main concern of this research is : (1) How did the elementary school
teachers collaborate to design and implement environmental education curriculum in the chance of the homeland study program? (2) How did the elementary school teachers keep on reflecting and correcting in the process of teaching in order to future personal instruction innovation and professional development? (3) How did teachers guide students to form more mature thinking model and to promote the ability of
resolving environmental problem? The research adopted participant action research in order to resolve practical problem rather than to generalize the result. In order to further the understanding of the feasibility of promoting environmental education in the period of homeland study program and of the teachers' professional development in the
process of participant action research, the research employed in-depth interview, participant observation, and document collection as data collection techniques ; checked and analyzed the data from different time and different sources, then displayed the whole research process.In the process of this research, the work group consisted of two elementary school
teachers and one researcher went through four stages : problem finding, curriculum development, curriculum implement, ending and reflection, to proceed the cycle of curriculum design, implement, reflection, correction, and reimplement. The findings of this research were that the homeland study program was the new chance to promote elementary school environmental education, and using the outdoor teaching and environmental problem solving model could achieve skill, affective, and cognitive domain objectives of environmental education and homeland study program. The lack of teachers' ability to carry out environmental education could use participant action
research on the school/teacher-based, focus on teachers in the campus to achieve the collaborated and practical further education, and emphasized teachers' reflection and
colleague' group collaboration in the process to co-constructed teachers' professional contents. After a semester's cooperation, the work group had designed and implemented nine
times curricula. Students began to concern and pay attention to the surrounding, formed the ability of thinking and expression, enhanced the active learning and cooperation,
and developed problem-solving skills. Teachers had more understanding of their school and students, found themselves' ability, could see things from more perspective,
restructured the relationship between teachers and students, and admitted the in-service teacher's training of group discussion and experience sharing. Most of the colleagues
and parents also gave upright support and feedback. According to the research result, discussion, and some finding difficulties and restrictions, the researcher brought up
some suggestions on the curriculum, teachers, school and the authorities related to education, and some views about future researches and development to providing some interested units or persons to refer.