Visualization of the regional environment feature of Tonami dispersed village and development of visualized materials toward life environmental education at junior high school

本研究旨在分析植根于富山县托纳美分散村的“乡土智慧”，并透过景观背后的乡土智慧与环境凝聚力的形象化，开发出初中生活环境教育教材。在此基础上，从迫近环境到区域尺度进行环境破译，获取遥感数据集，得出土地覆盖分布及其季节变化规律。利用地表温度分布图分析表明，即使是在托纳米市这样的小城镇，城市热岛现象也已经成为现实，稻田起到了对抗城市热岛现象的作用。即使在同一平原上，北部山区和南部山区也表现出明显不同的气候条件。对托纳米城市气候的实地测量表明，稻田的降温效果是肯定的，并且当稻田的风速直接吹到托纳米的城市化地区时，降温效果最大。对典型的防风林分散聚落模型进行的数值模拟表明，防风林在林内形成了一个凉爽的区域，考察了国际国内环境教育的发展趋势，并将上述研究结果进行了整合和可视化，形成了生活环境教育的教材原型。然后，通过与教师和其他利益相关者的讨论，制定了教学素材集。

This study aimed to analyze the "local wisdom" rooted in Tonami dispersed village, Toyama prefecture and to develop an instructional material for life environmental education at junior high school through the visualization of local wisdom and environmental cohesion behind the landscape. In order to carry through them, the environment was deciphered from the imminent environment to the regional scale.Acquired a remote sensing data set, land cover distribution and its seasonal change were figured out. Analysis using surface temperature distribution map indicated that urban heat island phenomena had became actual in even a small town such as Tonami City, and that paddy fields functioned as a countermeasure against urban heat island phenomena. Even on the same plain, that the north area and south mountainous area exhibited much different climate conditions was also revealed. Field measurement of urban climate in Tonami indicated that the cooling effect of paddy fields was confirmed and was revealed to be the greatest when the velocity of the wind blowing directly from the paddy fields to the urbanized area of Tonami. Numerical simulation implemented for the model of typical dispersed settlement with wind break forest revealed that wind break forest generated a cool spot inside the forest.International and domestic trend on environmental education were scrutinized, then the findings above were integrated and visualized to make a prototype of instructional material for life environmental education. Then, through the discussion with teachers and other stakeholders, instructional material set was developed.