以綠色旅遊觀念推動校外教學焦妮娜

以綠色旅遊觀念推動校外教學

圖、文：新北市環境教育輔導團研究員焦妮娜

前言：

根據世界觀光組織（World Tourism Organization, WTO）之定義：「綠色旅遊」涵蓋範圍相當廣泛，生態旅遊只是其中極小的一環，舉凡旅遊過程中，透過節能減碳或是使用綠能源的方式都算是綠色旅遊。

也就是說，現所謂的綠色旅遊，已從過去所指狹義的山野鄉林的生態旅遊，廣義變成強調以「節能減碳」的精神，去享受「生態人文」的旅遊方式。例如使用低碳的交通工具，提供對環境友善及具環保概念的住宿或遊憩地點，並運用在地社區人力及餐飲等資源，慢遊體驗當地生態人文，過程中更希望能夠再包括社會公益或綠遊教育的活動。

由生態旅遊「跪地聞花香」定義說起

談到綠色旅遊，大部份人第一個想到的應是「綠色旅遊」和「生態旅遊」是否相同？它們的異同究竟何在？

就讀市教大環教所時，曾修習陳建志教授的「生態旅遊」課，「跪地聞花香」是陳教授對生態旅遊的詮釋。各國專家學者對生態旅遊的看法及觀點不盡相同，也不下八、九十種，但不外乎以自然環境為基礎，以生態資源永續利用為出發點。到目前為止，大多數研究人員認為是Hector Ceballos-Lascuráin于20世紀八0年代創造了生態旅遊(Ecotourism)一詞。然而早在六0年代中期，Hetzer(1965)就曾提出生態的旅遊(ecological tourism)的概念。Hetzer(1965)認為生態旅遊是文化、教育和旅遊業的綜合體，是一種生態性的旅遊，包括:(一)達到最小的環境衝擊(二)利用當地的文化產生最大的經濟效益(三)使旅遊活動對當地造成最小的衝擊，並使旅遊活動能達到最大的期望(四)提供遊客獲得最大的遊憩體驗

1983年，學者赫克特將生態旅遊定義為「到相對未受干擾或未受污染的自然區域旅行，有特定的研究主題，且體驗或欣賞其中的野生動植物景象，並且關心區內的文化特色」。生態旅遊學會 (The Ecotourism Society) 在1991年為生態旅遊下了一個廣為各界接受的註解：「生態旅遊是一種具有環境責任感的旅遊方式，保育自然環境與延續當地住民福祉為發展生態旅遊的最終目標」，明確的定義：以自然環境為其觀光旅遊主要資源。

以節能減碳為目標的綠色旅遊因應環保意識抬頭，隨著節能減碳風潮席捲全球，旅遊業著眼環保觀點，開始大力推行「綠色旅遊」，世界觀光組織並預言「綠色旅遊是未來旅遊業的發展趨勢」。綠色旅遊（Green Tourism）按國際上的定義，有狹義和廣義兩個方向；狹義的綠色旅遊，指的是以生態、環境、森林為旅遊主題或訴求的旅遊行程；廣義的綠色旅遊則以旅遊行程中的食宿、交通、紀念品、消費等，盡量朝低碳、對參觀地低衝擊、鼓勵當地消費的旅遊規劃。

依據世界觀光組織（World Tourism Organization, WTO）對綠色旅行所下的定義為：「綠色旅遊」涵蓋範圍相當廣泛，生態旅遊只是其中極小的一環，舉凡旅遊過程中，透過節能減碳或是使用綠能源的方式都算是綠色旅遊。

從以上生態旅遊與旅色旅遊定義來看，明顯看出「綠色旅遊理念(green tourism) 」類似但不同於「生態旅遊(ecotourism)」。其不同在於：生態旅遊雖有對文化、教育以及旅遊再省思之特色，但發展至今，生態旅遊在概念上重視以自然地區為主，保育為目的的旅遊。綠色旅遊是一種積極的永續發展推力。當世界人口於活動都向城市聚集之時，城市中發生的旅遊需求與活動愈來愈受到重視。綠色旅遊強調綠色經濟活動、環境責任，與社會正義，但不限定旅遊地點。綠色旅遊的旅遊地點可以包括地球上任何一角落，而著重在旅遊環境之基礎建設效率效能之提升，業者企業社會責任，以及消費者實行綠色生活之消費機制與態度。故綠色旅遊在定義上，涵蓋了生態旅遊。而因為其重視新型綠色經濟與消費之倡議，鼓勵產業更新、提出綠色服務，促進轉型，尤其旅遊的行為與生活的習慣息息相關，藉由實際行動而能影響個人至群體的決策型態，所以是達成社會永續發展的重要推力。

綜上可知，「綠色旅遊」的概念顯然比「生態旅遊」更為寬廣。

校外教學結合環境教育進行

在小學教學場域中，每學期一次的戶外教學，是每個孩童最期盼的活動，體驗式的學習活動不僅能讓學童的學習更深刻，也才是最有意義的學習；而教師希望能透過體驗式的學習活動，讓學生能夠從大自然獲得喜悅、知識、與啟發。事實上與生態旅遊或綠色旅遊理念是相同的。

所謂校外教學，就是利用戶外的環境情境，去輔助與補足學校課堂內教學的不足，去豐富學生在真實環境中的體驗與學習。戶外教育簡單的說是指「發生在戶外的教育」。其特色應包含有（1）將教室的學習延伸到戶外；（2）在課程中的任一或全部，提供了包含自然事物及生活情境的一連串直接經驗，可增進學生對環境及生活的覺知；（3）是一種能夠將學生、教師及戶外教育專家凝聚在一起，共同策劃、執行以發展最佳的教學氣氛的教育計畫。學生的戶外體驗與學習必須包括了專業的課程規劃、專業的人員引導、專業的設施提供，以及學生第一手經驗的獲得。(周儒，2003)

實施環境教育最有效的教學方法，就是在自然環境中教學，也就是戶外教學（楊冠政，1998）。而結合環境教育的實施，國外對於戶外教學一直相當重視；例如日本經過近40年的發展，已為就學青少年及在職青年規劃戶外環境教育設施，從早期的「青年之家」到最近的自然體驗設施／生態露營地，名稱上有「青年之家」、「青少年之家」、「少年自然之家」、「自然學園」、「林間學校」、「山之家」、「海之家」、「森林之家」、「自然教室」、「野外教育中心」、「青少年教育中心」、⋯等等三十餘種之多，全國已經有一千多所。美國加拿大更是重量級，有各式公民營的自然中心、戶外學校、環境學習中心、保育學校等五千餘所，英國的田野學習協會也到處設置田野學習中心，當然香港、澳洲、紐西蘭、馬來西亞都有類似的戶外教學場域。

大自然提供了無數的教學題材，遍佈在各個學科之中。良好的戶外教學正是形成合情合理之學校教育的方式之一（呂建政，1999）。美國寇克（kirk，1977）更認為今日環境教育的根源是來自於保育/自然研究運動（Conservation /Nature Study Movement）和露營/戶外教育運動（Camping /OutdoorEducation Movement）（引自楊冠政，1988），由此可知，戶外教學與環境教育之間的關係極為密切(劉世和，2005)而生態旅遊和綠色旅遊的功能，就是「旅遊功能、保護功能、扶貧功能、環境教育」，和戶外教學的教育功能不謀而合。

台灣綠色旅遊協會理事長任培義說過─綠色旅遊就好比小時候的遠足，只是在不同時代有不同的趨勢。他強調，綠色旅遊概念就是要對地球生態負責，業者要鼓勵消費者用節能減碳的精神去進行人文生態體驗。戶外教學應與綠色旅遊結合的必要性不言可喻。

戶外教學結合綠色旅遊觀念的必要性

儘管隨著環教法於100年立法，環境教育的推動已在各中小學反觀現今台灣的戶外教學，雖然依據各縣市教育局的規定，中小學教師每學期必須安排4小時，帶領學童至戶外進行教學，然而或因教師專業不足，或因學校行政人員敷衍不重視，幾乎所有國中小學的戶外教學，都只是到所謂的「三六九」(劍湖山、六福村、九族文化村)一遊，戶外教學變成了戶外遊樂，完全失去教學的本質和教育的意義。

台灣環境資源豐富，提供學校透過校外教學進行環境教育的場域甚多，公部門場域如國家公園、國家森林遊樂區、國家風景區、植物園、動物園等，民間成立之相關機構如教學農場、自然學習中心亦蓬勃發展；若能依循國外「環境學習中心」的經營理念，提供師生適當的場域、展示、教育、設施與活動，透過專業人員的解說、引導及教育，實為協助教師進行環境教育的最佳資源。

教育部因此每年辦理「環境學習中心校外教學推廣計畫」，期望補助各中小學師生至「環境學習中心」進行環境教育，除協助學校改善校外教學現況，增加學生知識領域與學習經驗；臺灣創意遊學協會多年來也以「推動有意義的校外教學」為理念，持續推動符合環境教育教學目標的戶外教學活動。2013年六月，長期關心教育核心價值發展，包括全國家長團體聯盟、荒野保護協會、全國教師會、中華民國童軍總會、環境教育學會、主婦聯盟環境保護基金會、臺灣創意遊學協會等11個全國教育及環境團體共同發起了「優質校外教學聯盟」的組織，呼籲政府與民間一起建立一個完整體系，推動孩子戶外教學的優質化，不要讓我們的孩子一天到晚只是待在教室裡靜態上課，應該更多元的接觸各種戶外活動。

結語

期望未來臺灣的戶外教學教育不僅能夠還給孩子校外教學的教育權，更應該帶動綠色旅遊戶外教學的體驗經濟：帶動城市學童至生態優質場域進行體驗式教學活動風潮，創造生態環境體驗經濟價值。更希望透過操作、實際參與的戶外教學課程，讓學童加強對在地環境、對生活週遭環境關懷的態度，導正目前戶外教學未顧及環境保育的現況，開創以永續環境為目標的戶外教學模式。

參考文獻

周儒、黃淑芬譯（Rillo，T.J.著）（1994）：＜戶外教育的真義＞。環境教育季刊，20 期。

李崑山（1995）：＜開放教育中的戶外教學＞。環境教育季刊，24 期。

王鑫、朱慶昇（1995）：＜戶外教育的範疇＞。教師天地，75 期。

陳忠照（ 1995）：＜校園環境步道教學活動設計與實施＞。市師環教季刊，19 期。

李崑山（1996）：＜國民小學戶外教學理論與實務初探＞。環境教育季刊，30期。

賴雅芬（1996）：＜校園戶外教育＞。環境教育季刊，30 期。

呂建政（1998）：＜戶外教學的方法＞。戶外教學手冊系列6。中華民國環境教育學會。

呂建政（1998）：＜戶外教學的設計與實施＞。戶外教學手冊系列6。中華民國環境教育學會。

王鑫（1998）：＜戶外教學概論＞。北縣國教輔導，7 期。

楊冠政（1998）：環境教育。台北：明文書局。

王淑枝（1988）：以生物區域主義為哲學基礎發展鄉土教學活動課程之行動研究。

台灣師範大學環境教育研究所碩士論文，未出版。

周儒、呂建政譯（Donald R. Hammerman、William M. Hammerman、Elizabeth L.Hammerman著）（1999）：戶外教學。台北：五南圖書出版公司。

楊曉琦(2012/3/9)專題報導─觀光vs保育／你知道什麼是綠色旅遊嗎；台北：欣傳媒

陶翼煌、吳怡彥、任培義(2010)綠色旅遊之定義、原則、與作法(The Definition, Principle, and Pratice of Green Tourism)

以綠色旅遊觀念推動校外教學

圖、文：新北市環境教育輔導團研究員焦妮娜英譯：張凱復

Introduction

According to the definition brought forth by World Tourism Organization, WTO, Green Tourism covers numerous ways of traveling including Ecotourism. For example, during traveling, as long as some green, energy saving or carbon reduction measures are adopted, this travel can be considered one of Green Tourism.

That is to say, the so-called Green Tourism is now a much broader point of view which focuses on traveling in ways of energy saving and carbon reduction like using low carbon-emission vehicles, providing environmental-friendly and protection resorts, using local human resources and dining facilities, experiencing local biology and human ecology, including social welfare and green travel education activities.

The Definition of Ecotourism--Knelling down to Sniff the Sweet Flower Fragrance

When talking about Green Travel, people may wonder the differences between Green Travel and Ecotourism. During graduate school, the writer took an Ecotourism course. Prof. Chien-Chi, Chen, the instructor indicated that knelling down to sniff the sweet flower fragrance can be the interpretation of Ecotourism. Related experts do not share the same view points. But we can see the similarity based on natural environments and start from utilizing biological resources everlastingly.

So far, most researchers have regarded that it was Hector Ceballos-Lascura who invented the term Ecotourism in 1980s. However, early in the middle of 60s, Hetzer(1965) had proposed the concept of ecological tourism. Hetzer(1965) stated that ecological tourism is the combination of culture, education, and tourism. It is a biological tour including minimizing environmental collision, utilizing local cultures to reach the best economic benefits, minimizing the traveling influences on local areas and making the traveling activities meet the best anticipation and providing tourists with the best recreational experience.

In 1983, Hector defined ecological tourism as traveling to undisturbed or unpolluted natural areas with specific researching targets and experiencing or appreciating the wild life with caring to their cultural characters.The Ecotourism Society indicated a widely-accepted definition: Ecological tourism is a responsible way of traveling. Protecting the natural environments and lasting local residents’ happiness are the ultimate targets. It stated clearly that the main resources of travel are from natural environments.

Because of the rising environmental awareness and the overwhelming tide of energy saving and carbon reduction, travel agents has been focusing on environmental view points and promoting Green Travel. World Tourism Organization, WTO has predicted that Green travel will be the future trend of travel business.

According to the international definition of Green Tourism, it can be discussed from macro and micro angles. From micro angles, Green Tourism means travels based on biological, environmental, or forest themes. On the other hand, macro Green Tourism emphasizes on consuming less energy and carbon-emission, minimizing the influences on traveling areas, promoting local consumption.

As a result, the idea of Green Travel is similar to Ecotourism. The differences lie in the reflection on culture, education and travel. Ecotourism mainly focus on traveling around natural areas with the purposes of biological reservation. Otherwise, Green Travel is positive and everlasting thrust.

When population is flooding toward city, more and more attention is drawn to the needs and activities of traveling. Green Tourism emphasizes green economy activities, environmental responsibilities and social justice. But Green Tourism does not limit traveling areas which can be any places around the world. Green Tourism, moreover, emphasizes the increase of infrastructure efficiency in the traveling areas, the social responsibilities of the business runners and the green life consuming mechanism and attitudes of consumers.

Based on the definition, Green Tourism can cover the idea of Ecotourism. On the grounds that it places much importance on promotion of new green economy and consuming, encouragements of industry innovation with green service and modification. Especially, traveling interweaves life styles deeply, by actual practice, an individual or a group decisions making can be influenced. Therefore, Green Tourism can function as a catalyzer to pursue the everlasting development of our society. From above, we can have a clear picture that Green Tourism is a broader conception than Ecotourism.

Fieldtrip Combining with Environmental Education

One cannot deny that every child anticipates field trip in each semester eagerly. The experiencing learning activities can not only deepen their learning but also carry out meaningful results. Meanwhile, to teachers’ expectations, through experiencing learning activities, students can acquire lots of pleasure, knowledge and inspiration from Mother Nature. In fact, this is similar with Ecotourism and Green Travel.

A Filed trip is to utilize outdoor context to help and compensate the insufficiencies of school courses and to enrich students’ learning in authentic environment. In brief, outdoor education takes place outdoors including expending the learning outside the classroom, providing direct experiences of nature and living context to increase students’ environmental and living awareness, a best-designed teaching program carried out and planned by students, teachers and outdoor education experts collaboratively, learning containing professional course designing, guidance, facilities providing and acquiring of students’ first hand experiences (Chou, 2003.)

The most efficient way of practicing environmental education is to learn in natural environment, for example, field trips (Young, 1998.) Outdoor education has received a great deal of attention in countries such as Japan, the USA, Canada, the UK, Hong Kong, Australia and Malaysia.

Mother Nature has provided us with numerous teaching materials which can be applied to every subject. Well-designed outdoor education is reasonably an important circle of school education (Lu, 1999.) Kirk also stated that the foundation of nowadays environmental education rooted in Conservation /Nature Study Movement as well as Camping /Outdoor Education Movement (Young, 1988.) Consequently, Liu (2005) indicated that the relation between outdoor and environmental education is highly related. Ecotourism, Green Travel and outdoor education alike keep similar educational perspective.

The Chairman of Taiwan Green Travel Association, Mr. Ren has said, Green Travel is like the field trip in one’s childhood but with contemporary trend. He stated furthermore the idea of Green Travel is to be responsible for the ecology of the earth. Business runners have to encourage the consumers to experience human ecology. The importance of the link between outdoor education and Green Travel cannot be overemphasized.

The Necessities of linking Outdoor Education with Green Travel

The Environmental Education Act has been enforced in 2011. It is necessary to practice a 4-hour-environmental education course every academic year in compulsory education system. But, due to the lack of professional training and ignorance of teachers and school administration staffs, nearly every school pays visit to the theme parks in Taiwan which makes the outdoor education meaninglessly.

There are abundant environmental education resources in Taiwan. Teacher can make the best of places such as national parks, botanical gardens, zoos, nature learning centers and their demonstration, introduction, education programs, facilities and activities.

Several parental and natural education groups have launched a campaign in Jun, 2013 to support quality outdoor education. Instead sitting in the classrooms all day, our children should contact as many outdoor activities as possible.

Conclusion

The author would like to call people’s attention not merely to return children the right of outdoor education but motivate the experiencing economy with Green Travel. Moreover, through manipulation and active participation in outdoor education, children can strengthen their caring attitudes toward local environment and living surroundings. Also, the author would like to modify the lack of environmental education in outdoor education and carve out an everlasting-environment-targeted mode for future outdoor education.