大理高中濕地社成立於民國100年，主要課程內容為華江濕地的環境監測、研究性思考課程和華江濕地的環境教育活動，並與在地非營利組織華江濕地守護聯盟有所接觸，許多社員皆參與過聯盟所舉辦的監測與教育活動，於105年因人數不足解散，總計參與過濕地社學生約50位學生。
濕地社社員與同齡學生相比具有場域上和教學方式上的獨特性，場域的獨特性在於到達華江濕地步行時間的地利之便與解構性的教學方式，學生在探索過程中運用系統性思維去了解濕地，而透過社團的形式，使每個禮拜皆有探索濕地機會，相較許多濕地的單次課程，有更完整的探索機會。
在現代人離環境越來越遠的時候，需要一種思維改變使人們對於周遭的環境產生承諾與歸屬感，這個思維的核心能夠用「認同」(identity)來表達，環境認同是一種自我定位的方式，可能因不同的個人經驗與環境塑造不同的環境認同，本研究藉由半結構式訪談，探討濕地社社員參與社團時重要的印象及對自身的改變，了解華江濕地守護聯盟、其餘社員或社團指導老師等人對於社員的角色為何，並探討這些經驗對於社員們環境認同的培養與型塑，及未來生涯選擇、思考方式與價值判斷等的影響。
訪談結果發現濕地社參與經驗對於社員的環境認同形塑，以情感與政治傾向層面最為明顯，社員對於濕地的記憶多為情感正向，且與濕地社經驗關聯的敘述，而在政治傾向層面多數也表示在意生態價值，並於議題論述也展示環境角度的認知，但在價值觀與行為層面影響不大，另外濕地社經驗也影響了社員的其餘方面，並且有兩位社員表示濕地社經驗影響其生涯選擇；濕地社成員對於課堂內容皆記憶薄弱，多數社員表示指導老師有給予長遠影響，且對於實作、體驗、溝通等經驗印象深刻，此些經驗也直接帶給社員後續影響；多數成員記得華江濕地守護聯盟所提供活動，但對於聯盟無認同感。結果顯示，直接體驗與解構式教育的社團模式，對於成員會有長遠影響，而聯盟的角色在於提供體驗、溝通、教育經驗，但對於聯盟吸引年輕人員效用不高，社團經驗能培養一定程度的環境認同，並可能具有培養環境人才的潛力。

Dali High School Wetland Club was established in 2011. The main course content is Huajiang Wetland Environmental Monitoring, Research Thinking Courses and Huajiang Wetland Environmental Education Activities. And contacted the local non-profit organization Huajiang Wetland Guardian Alliance. Many members have participated in the monitoring and education activities organized by the alliance. During 2016, it was disbanded due to insufficient number of students. In total, there were about 50 students who participated in the Wetland Club.
Compared with students of the same age, the members of the wetland club are unique in field and teaching methods. The uniqueness of the site lies in the convenient location and deconstructive teaching method of walking time to reach the Huajiang Wetland. Students use systematic thinking to understand the wetland in the process of exploration. And through the form of community, every week there is an opportunity to explore the wetland. Compared with many single courses on the wetland, there is a more complete opportunity to explore.
As modern people are getting farther and farther away from the environment, a change in thinking is needed to make people feel committed and belonging to the surrounding environment. The core of this thinking can be expressed by "identity". Environmental identity is a kind of self-positioning. Different personal experiences and environments may create different environmental identities. This study is expected to explore the important impressions and changes made to members of the wetland club members when participating in the club, and to understand the impact of different club roles on members. Discuss the influence of experience on the cultivation and shaping of members' environmental identity, as well as the future career, thinking, and values.

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