〈綠繪本〉 在環境教育的應用 (本頁下方)
林美琴
近年來,環境議題倍受重視,環境教育也融入課程中,探討自然生態、環境保育、地球暖化、森林資源等環境問題。涵蓋上述議題的「綠繪本」因而成為適切的輔助教材,雖然坊間早有所謂的環境繪本、環保繪本、生態繪本或是保育繪本,為了涵蓋更完整的意涵,就把這類綠色概念的繪本統稱為「綠繪本」。在環境教育的應用上,可藉由繪本的圖像引起孩子的興趣、觸動學習的動機,進而藉由圖像的觀察感知,認識環境的面貌與變遷,輔以文字的解說,思考與討論環境議題,或者透過圖像的情境,彷彿身歷其境、感同身受,進而在生活中覺醒,產生實踐的行動。那麼,教學者又該如何運用綠繪本來進行教學,達成上述的效益呢?
一、 繪本的選擇
首先,教學者擬定每堂課要探討的環境議題,長期關懷與推動環境教育的台灣「主婦聯盟」整理出的環境教育五大面向可作為明確的指標,依循找到適切的綠繪本,發展教學目標與規劃。以下根據這五大面向,簡介相關的綠繪本示例,作為選擇的指引和參考。
• 全球暖化/綠能
環境變遷來自於自然與人為的雙重因素,然而人為的無知與濫用,更加速了環境的惡化。認識環境,洞悉當今環境面臨的問題,進而關注環境保育,解決環境危機,都是環境教育首要的思考與行動方針。就讓綠繪本來談一談這些你我應該關心的事。
繪本<好東西>從核能議題探討當今的環境問題。核能真的是「好東西」嗎?藉由擁護與反對立場的提問與思辯,討論核能的利弊,對於環境的影響,進而從核電的價值與存在的必要,延伸相關環境議題的思考。
• 大地倫理/綠色公民
所謂的大地倫理即是各種生物在生物鏈中共存發展的自然法則,長久以來,人類以征服者的面目出現,依人類的觀點決定各種物種的存滅,破壞了生態的平衡。那麼,我們是否應該重新檢視「大地倫理」的真諦,回歸自然生態本然的和諧與秩序?
在<丹頂鶴是壞蛋嗎?>這本繪本中,從一場別開生面的動物法庭展開動物各自表述立場的公民對話,控訴人類保育丹頂鶴卻影響其他動物的生態,從每種動物爭取的合理生存權探討生態失衡的問題,釐清環境問題的迷思。
• 森森不息/水水世界
讓「青山常在,綠水長流」是常聽到環保口號。藉由繪本走入青山綠水的情境,認識大自然的特色、物種與生態,體察大自然對我們生存的意義,如此才能落實環保行動的實踐。從<我們的森林>來一趟台灣森林的踏查,打開眼睛、耳朵以及心房,重新認識我們的森林,思索人與自然環境的對應關係,重視森林保育和自然環境的永續發展;再來探索<池上池下>的水世界,以蜻蜓的一生,發現小小生態的大大世界,了解珍惜山、水環境的深刻意涵:在《挖土機年年作響─鄉村變了》的繪本中,見識鄉村荒野到城鎮都市的演進變化,隨著綠樹山林不見了,我們的生存環境產生了哪些變動與影響?是否也在不知不覺中,成為污染與破壞環境的元凶?如何從環境意識的覺醒,重現自然生態的美好樣貌?
• 綠消費
「綠消費」是將環保理念融入生活消費習慣的實踐,從改變消費模式做起,減少購買及使用破壞環境的商品,力行物品再生利用、資源回收等行動,將造成環境污染的危害減至最低,愛護地球從你我自身的生活做起!
<爺爺一定有辦法>生動詮釋了綠消費的意義與實踐,故事中的小孫子用舊的毯子,經由爺爺的巧手,變成外套、背心、領帶、手帕、鈕扣等再生利用,伴隨著小孫子的成長,成為珍貴的生命印記;地板下的老鼠,也接收了這些舊布料的回收運用,製作了衣服、床單、窗簾……,創造了美滿的家園,在一連串的物資循環運用中,充分說明了物盡其用的意義與價值。
• 綠食育
「綠食育」是實踐環保、永續、健康等綠色飲食的教育,目前許多校園也發起了綠食育運動,讓學生親自耕種,從食物生產、消費、食用等歷程的探討,倡議飲食、個人健康及環境的密切相關性,愛惜大地資源。
在《好一個瓜啊!》繪本中,從一顆種子、一朵大黃花到一顆瓜的養成,了解農民的辛苦與食物得來的不易,進而珍惜食物,並學會品嘗天然食材的好滋味,建立良好的飲食觀念與習慣,不再以過多的化學與人工甘味的消耗污染環境,傷害地球的永續發展。
在目前蓬勃發展的繪本出版中,這些議題的繪本可不只有前文介紹的幾本,可循此主題按圖索驥,發現綠繪本的多樣表情,帶給學生豐足的學習。
二、 綠繪本教學
接著,就是如何運用綠繪本進行教學,達成環境教育的學習目標,可依循以下三個階段,引領學生不斷深入文本,從情節到領略旨意,進而延伸生活中的環境省思與環保行動。
第一階段:共讀綠繪本
透過閱讀綠繪本觸動環境議題的興趣,營造學習情境。
第二階段:提問與討論
從繪本的圖文訊息觸動感受與思考,引發環境議題的探討。
可從以下四類訊息的推論來設計提問,進行討論。
第一類的訊息:重點、關鍵
從書中的場景/角色/情節及關鍵的圖文訊息進行推論,發展深度理解的途徑。
◎ 從場景摹寫推情境掌握
提問示例:
說一說這是怎樣的地方?
這裡的環境有什麼特色?
在前後文的發展中,環境產生了什麼變化?
◎ 從角色描寫推性格刻劃
提問示例:
居住在這地方的的人怎麼看待環境的變化?
環境的變化對於居住在那裡的人或生物有什麼影響呢?
◎ 從情節描述推思維探究
提問示例:
什麼是造成環境改變的原因呢?
◎ 從圖文關鍵推意念捕捉
提問示例:
找出書中重要的關鍵情節或畫面,你從中有什麼發現呢?
第二類的訊息:感受、共鳴
◎ 從文句共鳴到心靈敲扣
提問示例:
談一談喜歡或印象深刻的詞句、畫面或情節,分享你的心情或想法。
第三類的訊息:生難詞語或不了解
提問示例:
有沒有不瞭解的內容或疑問,提出來和同學討論。
第四類的訊息:不認同
提問示例:
還有沒有不認同或覺得不合理的地方。說一說你的看法。
接著,整合討論的想法與感受,引領學生總結書中的主旨和意涵。
提問示例:
這是一本談什麼的繪本?對於這個議題,書中傳達了怎樣的想法呢?
你怎樣對朋友或家人介紹這本書呢?
第三階段:統整或延伸學習
透過學習回應或實驗操作等活動,進行內省和生活連結印證,回應教學目標。
1.環境覺察
閱讀前後有哪些想法改變了?有哪些新發現?
生活中有哪些類似的情況或環境問題?你有什麼想法或建議?
我還有哪些學習?
可以產生哪些實踐的行動。
2.環教體驗活動
靜態活動如綠繪本創作、學習單 ……或是發展動態活動,像是合作任務、大自然踏查…等。藉由團體合作或個人發表回饋,進行環保行動的實踐。
三、方案設計與實踐:
運用上述的流程,規劃綠繪本教學方案示例如下:
綠繪本教學活動設計 |
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年級 |
三年級 |
設計者 |
林美琴 |
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教學日期 |
105、2、25 |
節數 |
2節(80分鐘) |
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教學主題:<森森>不息綠世界 |
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教學目標:1、認識人與環境的關係。 2、關懷生活的環境議題。 3、力行環境保育的實踐。 |
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繪本: 挖土機年年作響—鄉村變了(約克.米勒著,和英出版社) |
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使用器材:投影機、電腦。剪刀、膠水、A4白紙/彩色紙各一張、簡易畫具。 |
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流程 |
活動內容 |
器材 |
課後自我回饋與修正 |
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暖身活動 (10分鐘) |
引起動機 1. 從封面進行預測 -你看到什麼? – -從書名和圖像聯結猜測,你覺 得這是一本談什麼的書? – -你還想從這本書中知道什麼? |
繪本:挖土機年年作響投影機 電腦
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繪本共讀與討論 (30分鐘)
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◎挖土機年年作響(20分鐘) 1. 從第一張到最後一張圖,你發現: ü 1.前後頁的環境有什麼變化? -什麼東西不見了? -後來又出現什麼? -為什麼會有這些改變呢? 2. 2.圖中的老房子為什麼要被拆 掉呢? 3. 3.圖中的小貓你發現了嗎?從 這隻小貓,你感受到這樣的 環境變化對貓咪的生活有怎 樣的影響? 4. 4.從小貓來談一談怎樣才是最 適合居住的環境? 5. 5.解釋書名<挖土機年年作響> 的意義。 6. 6.你喜歡生活在哪一張圖的環 境中?說一說你的想法。 7. 7.你會給圖中的環境變遷怎樣 的建議呢? -第一堂課結束- |
繪本:挖土機年年作響 投影機 電腦
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統整與延伸學習(40分鐘) |
1. 1.綠繪本(一頁書)創作: 主題:綠色新家園 -畫出讓這個環境變得更美好 的規畫。 2.作品分享與回饋。 -第二堂課結束- |
剪刀 膠水 A4白紙/彩色紙各一張簡易畫具 |
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研究發現,以綠繪本來進行環境教育,相較於專業知識的論述,更能增進環境知識、提升環境素養、涵養環境覺知與敏感度,進而在環保行動的實踐上,都有良好的學習效能。就讓綠繪本在孩子心中種下環境教育的種子,攢積永續保育地球的想望與努力,守護美麗的家園。
參考書目:
■繪本有什麼了不起? 林美琴著 小魯出版社
■好東西 文/圖 黃郁欽 小魯出版社
■丹頂鶴是壞蛋嗎? 小魯出版社
■我們的森林 圖:邱承宗 小魯出版社
■池上池下 文•圖:邱承宗 小魯出版社
■挖土機年年作響—鄉村變了 約克.米勒著,和英出版社
■爺爺一定有辦法 作者: 菲比•吉爾曼 譯者:宋珮 上誼文化公司
■好一個瓜啊! 文:林滿秋 圖:林莉菁 小魯出版社
Green Picture Books for Environmental Education
M.C. Lin
英譯:張凱復
Recently, environmental protection issues have been drawing a lot of attention. Environmental education as well has been integrated into curriculum whose themes include ecology, environment protection, global warming, forest resources etc. Books which cover these themes can be taken as teaching materials, even though there had already been numerous related picture books. Theses picture books can be generally referred as “Green Picture Books.”
When it comes to application for environmental education, we can arouse children’s interest and motivate their learning by using the images of these books. Moreover, children can discuss the environmental issues given the changing of environment with the introduction from the books. On the other hand, through the contexts, children can sympathize with the ideas and become more aware of the surroundings where people are living. In what ways can teachers obtain benefits when adopting these green picture books in teaching?
Choices of Picture Books
First, teachers should decide which theme to be presented. Homemakers Union Consumers Co-op in Taiwan which has been focus on environment education has suggested the following 5 directions as guidance when approaching environmental education.
Global Warming/ Green Energy
Environment change results from nature as well as human beings.
However, due to our ignorance, we accelerate the worsening of the environment.
The priorities should be knowing the problems ahead, concerning the
environment reservation, solving environmental crises. Applying Green Picture
Books as step stones, we are on the path of the green.
The book “Good Things” investigates the nuclear problems
we are facing nowadays. Is nuclear power a real Good Thing? By the debate
about the pros and cons of nuclear power and its influence on the environment,
we can think more thoroughly whether the existence of nuclear power is
necessary or not.
The Land Ethics/ Green Civilians
The Land Ethics are the natural laws of all life coexisting in the biological chain. It has been a long time that human beings view ourselves as dominators. We decide the survivals of other species from our points of view. And it has destroyed the balance of the biology. Should we reexamine the truth of the Land Ethics and restore the order and harmony of nature?
In the book “Is Red-crowned Crane A Bad Guy?” A civil-right dialogue between different parties took place in the animal court. Human beings were accused of protecting red-crowned cranes at the cost of other animals rights. The characters tried to clarify the myth by their striving of the reasonable rights to live.
Everlasting Green
It is common to hear that we should make our environment evergreen. With some picture books, we can know the characteristics of nature and biology to discern the meaning of Mother Nature to our life. We can thus practice the environmental protection.
In the book “Our Forests”, a field trip to the forest in Taiwan
was described. We can start all over again to know our forests, speculate the
relationship between humans and nature, emphasize the reservation of forest and
the everlasting development of nature. From the book “ Above and underneath the
Ponds,” we can see the whole life of dragonflies.
In the book “The Annual Rattle Came from the Excavator, Changing
Landscape of the Countryside,” we can see the development of a big city. But the
progress is always followed by destroying the forest. Are we becoming the
murderers of the woods. How can we restore the beauty of nature from the
wakening of our environmental awareness?
Green Consuming
“Green Consuming” is to practice environmental protection
ideas in daily life. Those products detrimental to our environment are least
welcome. By reusing, reducing and recycling, we can gradually decrease the
threats to our environment. Loving the earth starts from our everyday life.
“Something from Nothing” described vividly the meaning and
practice of green consuming. The used blanket of the little grandchild was
turned out into a jacket, a vest, a neck tie, handkerchief and buttons. As he
grew up, these items has become important tokens of life. The mice under the
floor also recycled the cloth for their clothing, bed sheets and curtains to
build up their home. The story has demonstrated how to make the very best of
things.
Green Food Education
Green food education promotes environmental protection,
everlasting and healthy food education. On nowadays campuses, many school have
started green food education and let students cultivate to discuss food miles
and treasure the environment.
In the book “What a Melon!” we can understand the hardship that
farmers have to endure when growing melons. Furthermore, we learn to cherish the
foods and their natural flavors instead of letting those artificial additives
destroy the environment.
There are definitely many other picture books related to the
topics mentioned above. We are anticipating these books enriching students’
learning profoundly.
Green Picture Books Teaching
To achieve the targets of the environmental education, here are 3 stages to make the students more involved with the texts.
First: Reading Together
Through reading together, a learning atmosphere has been created.
Second: Question and Discussion
The texts and pictures can trigger the investigation of the
environmental issues.
We can use the following 4 clues to discuss.
Clue 1: key elements
Developing the route to deep understanding by the scenes,
characters, plots in the books
Clue 2: feelings and sympathy
Clue 3: difficulties or questions
Clue 4: disapproval
Third: integrated learning
Environment awareness
The environmental education experiencing activities
It
has been stated that using green books facilitates more learning efficiency
regrading to the environmental knowledge, awareness and practicing comparing to
those books of professional knowledge. Hopefully, with green picture books, we
can plant the seeds of environmental education in the minds of our next
generations to accumulate every possibility of protecting the earth.