A Basic Study on Environmental Study at Primary School by Introducing Public Works

在这项研究中，调查者通过引入公共工程，实验性地开发了用于小学环境教育的新材料。公共工程有时被迫破坏自然环境，以便按照公民的要求建立和保护我们的现代生活。然而，享受文明福利的公民并没有意识到这一点，往往将环境恶化归咎于公共工作者。通过告知公共工程的过程和结果，使公民认识到他们对福利的过多要求与环境恶化的结果之间的关系，这是第一步也是最重要的一步。选择防洪工程和大坝建设两种公共工程来开展环境教育，让小学生了解到他们方便的日常生活是水环境恶化和人为水害的根本原因。在柴谷市的6所小学举行了一次班级工作，以测试这种新型的环境教育。通过课前和课后的纸质考核来衡量教学效果。课后，小学生倾向于重新思考自己的生活方式，意识到为了保护环境，他们必须改变日常生活中的一些东西。考试结果还表明，小学生在环境教育方面的进步与他们对社会研究的好恶有很高的相关性。因此，调查者准备了一本指南，让教师可以利用社会研究的材料来构建环境教育的故事。作为例子，本文还提出了一个故事。

In this study, the investigator experimentally developed new materials for environmental education at primary school by introducing public works. Public works are sometimes compelled to injure natural environment in order to establish and conserve our modern lives following citizens' requests. However, citizens who enjoy the benefit of civilization do not realize it and often blame public workers for environmental deterioration. It must be the first andthe most important step to make citizens-realize the relation between their requests for too much welfare and the results in environmental deterioration by informing the processes and results of public works.Two kinds of public works ; flood prevention works and dam construction works, are selected to develop a story for environmental education, with which pupils learn that their convenient daily life is the fundamental cause for the deterioration of water environment and for the man made water hazard. A class works were held to test this new type of environmental education at 6 primary schools in Shiogama City. The effect was measured with paper examination before and after the class works. After the class works, pupils tend to reconsider their life style and realize that they must change something in daily life for environmental conservation.The result of the examination also shows that pupils' progress in the environmental education has a high correlation with their "likes and dislikes" of social studies. Accordingly, the investigator prepared a guide book with which teachers can construct a story for environmental education by using materials of social studies. A story is also proposed as an example.