近年來，有關環境友善的議題備受重視，低碳校園為學校環境教育的重要面向之一，其中食農教育更是推廣的重點。本研究嘗試針對Y校參與二年農業體驗的六年級12名學生，藉由文獻分析、訪談及參與觀察等資料蒐集、分析策略，檢視學童從事農業體驗活動後的學習情況，進而探討學童環境覺知與敏感度及生命體驗等環境教育相關指標之成效。研究結果顯示，農業體驗活動讓學童能留意農作的季節、觀察作物與雜草的差異、以及不同物種間之交互作用，感受接觸土地與大自然的快樂、並在活動中領會人與自然之間的互動變化，深化環境覺知與敏感度能力。活動歷程中，採用自然農法耕種的方式，將校內落葉堆肥施作於農田，強化學生資源循再利用的意願，並從農田自然生態觀察中，感受到生命成長的喜悅以及對生物多樣性的助益。本研究之結果與相關建議，期盼能作為Y校日後安排教學活動之修正，並提供相關教育工作者實務上的參考。 The change of life style and human’s inappropriate behaviors accelerate the environmental change. In recent years, people place a high value on the environmental friendly issues. Except for low-carbon campus, food and agricultural education is the main emphasis of school environmental education. According to the policy of Tainan city government, Y elementary school started a self-supply farm. It provided the opportunities of the organic farming experience activities for their twelve six graders. The study try to use the strategies of content analysis, interview and participant observation to exam the twelve six graders’ learning situation on cognitive, affective and skill domain. The related indicators of environmental education such as the environmental awareness and sensitivity, recycling and life experiences can be examed as well.The results suggested the agricultural experience activities made students pay attention to the planning seasons, observe the differences between the plants and weeds, notice the interaction between the insects and different plants and finally feel the happiness of touching the ground. The students realized the interaction between the human beings and the ground as well as human and human themselves. And the concept of environmental awareness and sensitivity deepened at the same time. During the experience activities, the students learned to use natural farming ways and compost to plant. They also learned making composting of dried leaves. Therefore, the willingness of recycling had been formed in their minds. They could feel the happiness of life growth from the ecology observation while the process of agricultural experience activities. The study results suggested some recommendations for the future adjustments of Y school’s teaching activities arrangement and some practical references for the related educators.
