「環境教育」是應對環境問題的重要工具，亦是國家未來發展重要政策。社區是大眾容易參與、生活化的，社區內的自然、社會、歷史與文化等資源都是學習的最佳教材，透過社區營造與發展，整合現有資源發展地方特色，除了能提供當地民眾休閒娛樂亦能吸引外地遊客參訪，將生活和教學結合，使人們更容易接觸環境教育。因此，本研究以實證的方式探討社區環境如何影響參訪者之環境經驗、地方依附與環境素養，了解其因果關係，比較不同背景屬性參訪者的評價差異，歸納環境教育社區之規劃關鍵並提出建議，以供決策者、規劃與設計師參考，期望能創造更優質的環境教育場域。
本研究於台灣北、中、南部地區，選取6個較熱門的環境教育社區進行問卷調查，回收有效問卷共423份，數據經統計分析得出成果並加以討論。由結構方程模式分析其行為結構，驗證場域因子、環境經驗、地方依附與環境素養之間的關係皆呈顯著相關，並發現屬完全中介關係，「場域因子」對「環境素養」有強大的影響力，但卻不是直接影響，須透過環境經驗與地方依附間接的影響環境素養。
由上述結果可知，場域因子是促進環境素養提升的關鍵，優質環境教育社區可以帶給人們良好的參訪體驗，使人們喜歡待在社區裡並投入情感於學習過程中，進而有效提升環境素養。在環境教育社區規劃上，建議優先考量學習體驗場所和交通動線與停車，注重學習體驗場所的舒適性及使用性，提供足夠的停車空間並妥善規劃人車動線；其次，街道設施與鋪面和植栽綠化也相當重要，創造友善的步行空間，並適當的加入綠色元素美化街道；最後，建議配合課程的引導，使人們能對社區有更充份的理解與認識。掌握以上具影響力的關鍵，期望能最大化提升環境教育成效。

Environmental education is an important tool to deal with environmental problems. Communities are easy for people to participate in, the social, historical and cultural resources are the best course material for learning. Integrating existing resources and developing local characteristics through community construction, in addition to providing local with leisure and entertainment, it can also attract tourists to visit and integrate life and teaching. Therefore, this study explores how community environment affects visitors' experiences, place attachment and environmental literacy. This study also explores the relationship between concepts. To compare the differences between visitors' background, to summarize the key points of community-based environmental education site planning and put forward the suggestions. The results will provide as a reference for decision makers, planners and designers, hoping to create a better field of environmental education.
This study selected six community-based environmental education places in Taiwan to conduct a questionnaire survey. Analysis of its behavioral structure by structural equation model. The relationship between the physical environment, experiences, place attachment and environmental literacy were verified. In addition, this research found mediation effects. The relationship between physical environment and environmental literacy is completely mediated by experiences and place attachment.

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