本論文的研究目的在於利用自編的「國小六年級學童河川保育知識、態度與行為問卷」進行前、後測，以分析、探討河川環境教育課程的學習成效。研究過程採準實驗研究不等組前後測設計，共有三個組別，實驗組1參與台灣河川環境教育課程與在地老街溪環境教育課程，實驗組2參與台灣河川環境教育課程教學，控制組則只是進行一般的教學。 經由前、後測統計分析，本研究結論共有以下六點： 1. 學童主要獲得河川保育知識的來源是老師課外補充；2. 河川環境教育課程對學生河川保育知識有顯著影響，課程中如果增加在地教學與戶外教學，讓學習與生活經驗更貼近，學習效果會更佳；3. 河川環境教育課程對學生河川保育態度有顯著影響，實驗課程的學習能讓學童的保育態度更正向積極； 4. 河川環境教育課程對學生河川保育行為有顯著影響，參與河川環境教育課程教學是可以引導學生主動參與河川保育的行動力；學童能對所得的河川保育概念轉換為宣導與分享的積極行動；5. 影響學童河川保育知識的變項為「母親教育程度」；影響學童河川保育態度的變項為「性別」、「環保活動的經驗」；影響學童河川保育行為的變項為「環保活動的經驗」；6. 學生在河川環境教育課程的實施之後，其河川保育知識、態度與行為之間的相關分析，呈正相關。依據上述之研究結果，以供國小未來河川環境教育實施之具體參考及對未來相關研究之建議。 ;The purpose of this researchis tostudy the learning effects of a teaching experiment which implemented river environment education on the sixth graders. The experiment utilizeda self-administered questionnaires executed pre and post of river conservation lessons. The questionaaires were designed in terms of river conservation knowledge, attitude, and behavior.The research process is a quasi-experiment which adopted nonequivalent pretest and posttest. Those six graders who participated in this experiment were divided into three groups. Group one experienced self-designed Taiwan and in-place Laojie river environmental protection lessons; group two only took part in the self-designed Taiwan river environmental protection lessons; while the control group only accepted general environmental lessons. Through the analysis of pro and post tests, six conclusionswere made as follow. For the sixth graders, first, the main source of river conservation knowledge was obtained from teachers’ extra curricular supplements in school. Second, river conservation course has a great impact on the acquisition of relevant knowledge. The neighbornood on-site teaching could make learning and living closer and therefore benefit the learning effect. Third, river conservation course obviously has a great impact on the attitude for participating students who became more positive and enthusiastic about the river conservation affairs.Fouth, river conservation course has a great impact on students’ behavior towards river conservation acting. The lessons can lead the studentsto actively paticiapting activities about the river conservation. The concept of river conservation can be transformed into practical behavior by propagating and sharing. Fifth, as for those factors that influencing learning, it is found that mother’s education level would influence the acquisition of river conservation knowledge for those students; the difference of gender and the experience of environmental activity would influence the attitude about river conservation; and the experience of environmental activity is the key to influence the behavior toward river conservation. Last, after the implementation of river conservation lessons, the positive correlation existed in the knowledge, attitude and behavior for paticiapting students. According to our concrete research results, the present study provides specific reference to the implementation of river environmental education on primary schools and also provides suggestions to future relevant studies.
