本研究目的在於運用動畫教學於國小六年級環境教育課程中，探討動畫教學對學生環境行動的影響。將75位學生分為1組實驗組，2組對照組進行為期三周的實驗課程，以自編「環境行動檢核表」作為資料蒐集工具。在課程實施前後進行「環境行動檢核表」問卷調查，共取得64位有效樣本。分別以敘述性統計分析、獨立樣本t檢定、成對樣本t檢定及單因子共變數分析討論。 研究結果顯示，全體受測對象在整體環境行動均有良好表現，其中尤以節約能源的具體行動表現最佳，然在廢棄物減量行動，僅為中等表現，至於在節約用水與生態保育之行動表現則介於前述兩者之間。整體環境行動與各分項行動皆未因不同性別表現出顯著差異，僅於單項題目「我出門會隨身帶環保筷」，呈現顯著之差異，且男生具有較佳之環境行動表現。 實驗組於動畫欣賞與延伸課程介入前後對於各項環境行動之改變皆未達顯著差異，與對照組的學生比較，在整體環境行動與各分項上並無明顯差異，顯示本研究之相關動畫及課程規劃，未能影響試驗對象之環境行動改變。以不同性別探討節約能源行動及單項題目「我在開冷氣時會設在26-28度」中，實驗組男生在經過動畫及教學介入後，改變達顯著差異。整體而言，根據本研究之統計分析結果顯示，試驗學生的環境行動表現，在說服、消費行動與較複雜的生態管理方面表現較差，因此，未來在環境教育的課程規劃，可多加強這三種環境行動的相關課程，以期提升小學生在環境教育的認知與行動力。 ;This study investigates the effects on environmental actions of sixth graders of primary school using cartoon and instructional intervention. Seventy-five students were divided into one experimental group and two control groups. They were given a three-week experimental course and assessed by the self-edited "Environmental Action Checklist" for data collection and analysis. A questionnaire of the "Environmental Action Checklist" was conducted before and after the courses. A total of 64 valid samples were obtained and discussed by means of the descriptive statistical analysis, independent sample t-test, paired sample t-test, and single-factor covariate analysis, respectively. The results indicated that all tested students have a good performance of environmental actions with energy conservation being good and waste reduction being moderate. However, the performances of water and ecological conservation were in between the good and moderate. No significant difference was found in all environmental actions due to the issue of gender with the exception of "I will bring eco-friendly chopsticks with me." in which boys perform better. Students from the experimental group do not make any significant difference in the changes of environmental actions before and after the intervention of animation and extension courses. Compared with students from the control group, there was also no significant difference found in all tested environmental actions. It could conclude that the courses of cartoon and instructionsl intervention designed in this study did not affect the tested sixth garders in changes of environmental actions. However, significant difference was found in a change of energy conservation action between the boys from the experimental group and that of control group. Especially for “I will set the temperature between 26-28 degrees when I turn on the air conditioner.” the boys from the experimental group have a good performance in change of their behavior. In summary, based on the statistic and analusis results of this research, the tested students poorly performed in environmental actions, such as persuasion, consumption behavior, and ecological management. Therefore, it is proposed to reinforce the above related curricula in the future plan of environmental education and is helpful for enhancing the environmental perceptions and actions in all students of primary school.
