本研究主要藉由校園情境感受及環境教育綠建築課程教學活動實施前、後測驗，探討中學生對綠建築和環境教育認知的影響。環境教育的課程設計是依據學校特色，因此學校的環境狀況可成為教學課程內容。 研究對象為新竹縣某國中，以校園綠建築為題材，藉該校的環境教育人員設計教案，並於教學前後以概念構圖及測驗卷兩項評量工具，分析學生對校園綠建築的環境認知及學習成效。經分析後獲得結果如下: 一、測驗卷能測驗出受測者對基本觀念的學習程度。二、概念構圖為測驗受測者先備知識與新觀念連結的成效，對於受測學生即使經過教導學習成效並不明顯。三、只藉由正式課程教授綠建築相關概念，對受測者的綠建築基本概念學習內化連結效果較少。;This study mainly explores the cognition of green building and environmental education of the junior high school students by the feeling of campus situations and the conducting of pre- and post- tests through the teaching of green building subject of environmental education curriculums. The curriculum design of environmental education is based on the characteristics of the school so that the school′s environmental living conditions can become the content of teaching curriculums. The research object is one of the junior high schools in Hsinchu County. The campus green buildings are the subject of learning theme. The environmental educator of the school designed the teaching plans. Before and after the teaching, this study analyzed the environmental cognition and learning effects of students on the green building of the campus by using two assessment tools for concept mapping and test rolls. After analysis, the results are as follows. First, the test roll can examine the students’ level of learning on basic concepts. Second, the concept mapping is a connection between the students’ prior knowledge and new concepts and thus is insignificant on the learning effectiveness even after teaching. Third, there is less effect on the internalization of students′ basic concepts of green building just by teaching the relevant concepts of green building through formal curriculums.
