本研究依據臺灣河川環境教育計畫(PROJECT TREE)之理念，探討河川環教概念發展的
內容，並以河川生物環境概念為研究主題。在研究實施方式上，本研究以臺中縣大甲溪河
川生物環境教育為例，透過問卷調查方式，以瞭解中小學環境教育種子教師之河川環境教
育概念來源，以及其對河川生物環境概念的認知，並分析河川生物環境概念在中小學的重
要等級與適用年級，以期能有助於今後中小學大甲溪河川生物環境教育之推行，並作為研
發相關教材之參考。
本研究之調查對象，採立意取樣之方式。問卷調查的實施，採直接遞交與郵寄兩種方
式，分兩梯次進行，第一梯次以37位臺中縣中小學環境教育種子教師為對象，共回收33份
問卷，回收率達89.2%；第二梯次以15位具生物與環境教育背景之生物教師為研究對象，
共回收12份問卷，回收率達80.0%。
由研究結果顯示，臺中縣中小學環境教育種子教師之河川環境教育概念來源，以報章
雜誌書刊、廣播電視、旅遊活動等管道，為較最主要的來源；生物教師則以報章雜誌書刊
、學校專門科目、社團活動為管道，為較主要的概念來源管道。
在河川生物環境概念的認知上，臺中縣中小學環境教育種子教師對於河川環境教育四
大內容領域之河川生物環境概念，均有種子教師表示「不
知道」，其與具有生物與環境教育背景之生物教師相比較，均有較高比例的種子教師表示
「不知道」河川生物環境概念。
在河川生物環境概念的重要等級分析上，對於大部分河川生物環境概念，臺中縣中小
學環境教育種子教師與生物教師均表示是重要的環境概念。其中，河川生物資源、魚類、
本土原生種、地區特有種、珍貴稀有類、瀕臨絕種類、食物鏈、食物網、河川環境保育措
施、集水區水土保持、永續生態等概念，種子教師和生物教師均認為是較重要的河川生物
環境概念(MS≧3.50)。
在河川生物環境概念的適用年級分析上，河川環境資源領域中的河川生物環境概念，
較適於在國小至高中階段之河川環境教育上的推廣，對於河川環境變遷、河川環境生態、
河川生態管理等領域的河川生物環境概念，則較適用在國中及高中河川環境教育的推廣。
研究中進一步彙整分析調查結果，綜合我國環境教育、自然保育、生物多樣性保育、
永續發展等河川生物環境教育相關的政策、綱要與重要方針，參考河川生物環境教育相關
的研究文獻，針對中小學大甲溪河川生物環境教育的推行，綜合歸納專業訓練、教材教法
、永續校園等三方面課題，並研提因應的參考對策與措施，以作為今後推行臺中縣中小學
大甲溪河川生物環境教育的參考。

This research scheme was based on rational concepts of Project Taiwan Rivers Environmental Education (PROJECT TREE), presently conducted by Dr. Ching-ming Wang in 1995. This study investigated the concept development of river environmental education and focused on the river biotic environmental concepts about Tachia River. This research was to survey the major sources of river environmental concepts of environmental education teachers, to investigate the cognition of these teachers concerning river biotic environmental concepts, and to analyze the importance and applicable grades of river biotic environmental concepts.
The sampling method of this study was purposeful sampling. The instrument was administered by delivered directly and mailed questionnaire to two kinds of teachers: (1)environmental education seed teachers of Taichung County locating Tachia River watershed, (2)biology teachers with biology and environmental education backgrounds from seven counties in Taiwan.
The results of this study indicated that the major sources where these seed teachers gained river environmental concepts were newspapers, magazines, books, radio and television programs, and tours. Biology teachers obtained these concepts apparently from newspapers, magazines, books, special school subjects, and association activities. Seed teachers were less cognitive than biology teachers concerning river biotic environmental concepts. Both seed teachers and biology teachers considered that most of the river biotic environmental concepts were important. The river biotic environmental concepts of the river environment resources domain were suitable for river environmental education from primary to senior high schools. The other domainal concepts were suitable for river environmental education from junior to senior high schools.
According to this research findings, three topics and their strategies were proposed to enhance river environmental education for local primary and high schools in Tachia River watershed.