本研究目的在運用社區資源發展一個環境教育課程，探討課程社區化的優點與問題以及學生在教學活動後之環境教育五大涵養的改變。本研究採用質性研究法之參與式觀察法，透過觀察、訪談、學習單及教師教學日誌等方式來蒐集質性資料。其研究結果顯示：一、 課程社區化的優點1. 以社區人脈關係能補救教師專業能力不足之處。2.體驗課程能增加學生的參與感和興趣。3.運用巧思可使社區成為實施環境教育的教學場地和教材。4.聯繫學校與社區，發展學校在地特色課程。5.使學童熟悉社區進而關懷鄉土。二、 課程社區化的問題1.戶外教學行前教育之提醒以降低秩序問題和意外的發生2.社區資源數位教材化、尋求家長支援以克服交通問題3.提前進行季節性規劃和考量天氣變數以達到觀察體驗最佳效果4.利用協同教學、親師合作方式與私人場所之地主合作三、利用社區資源進行環境教育的教學，可提升學生的環境教育五大內涵。 Aiming at developing the environmental curriculum with the application of community resources, this study tends to discuss the advantages and problems of curriculum communization and the student changes in the cultivation of environmental education after the instructions. With participative observation, the qualitative data are collected through observations, interviews, learning sheets, and teachers’ instructional diaries. The following research outcomes are concluded.I. Advantages of curriculum communization1. Teachers’ insufficiency in professional capability could be supplemented with the interpersonal relationship in the community. 2. The experience program could enhance students’ participation and interests. 3. With inspirations, communities could become the instructional sites and materials for environmental education. 4. The connection between schools and communities allows developing characteristic curriculum for schools. 5. Pupils could be familiar with and further concerned about the hometown.II. Problems of curriculum communization1. The reminding before outdoor activities could reduce the order problem and the occurrence of accidence. 2. The community resources are digitally materialized and parent support is requested for transportation. 3. Seasonal plans and weather change are taken into account for the optimal experiences and observations. 4. Team teaching and parent-teacher collaboration could be applied to cooperating with the owner of a private site.III. Environmental instructions with community resources could promote students’ cultivation of environmental education.
