聯合國2023年底提出的都市行動之一是「都市自然」(Urban Nature)，並認為在COVID-19後的都市恢復與重建應優先考慮自然資源，包含植被與水生的生態系統。近年人口集中與都市蔓延，使土地開發對原有的自然環境造成影響和衝擊，過去已有許多研究顯示自然資源可能會影響到居民的活動機會，並與熱島效應、地方氣候變遷等整體環境變化息息相關，同時也可能影響到兒童的發展。

在聯合國兒童權利公約(The Convention on the Rights of Children)中的發展權利，以及國內教育部於2022年公告實施多元戶外教育的基礎上，本研究目的為驗證兒童體驗自然與環境認知發展的關聯性，並提出兩項研究提問:1)解析實驗小學周邊及其校園自然環境的組成；2)了解平時與因應偶發事件時學校課程規劃體驗自然的差異。本研究以新北市烏來區的種籽實小作為研究對象，並以兒童活動的校內外範圍作為實證地區，利用 LCCS (Land Cover Classification System)土地覆蓋分類系統辨識環境的組成，其次經由ORID焦點訪談了解課程規劃差異，以及兒童體驗環境的範圍與方式，最後透過限制性描繪、自由描繪的繪製方法取得兒童環境認知的程度，嘗試比對環境、課程規劃和兒童環境認知發展之間的關係。

本研究結果指出：1)多元組成的自然環境特徵更有效促進體驗與發展，多元且富有地形高低變化的自然資源，有助於輔助課程和兒童遊戲的活動機會；2)自然環境促進兒童環境認知發展須配合常態課程活動，實際接觸環境的活動促進兒童運用感官體驗，特別是觸覺和味覺的刺激機會。而未來在學區規劃時，除了需要建置鄰里中適合兒童活動的環境外，亦可針對不同地區的資源特色挖掘適合兒童活動的空間。

我國目前教育實施方向所提倡的戶外教育政策以及本研究成果顯示，都市內建置自然資源時，除考量一般民眾的活動機會外，亦須在適合兒童步行的鄰里尺度下，將有助於輔助課程、引發兒童遊戲的環境特徵納入考量。研究結果可提供後續劃設學校用地或都市環境規劃時，以兒童發展出發的新視角，降低開發的使用強度，並重視保留原有的自然資源，逐漸朝向更優於兒童活動和發展的鄰里環境規劃。

In late 2023, the United Nations introduced an initiative called "Urban Nature" as part of its urban action agenda. The recent trends of population concentration and urban sprawl have led to significant impacts and pressures on natural environments due to land development. May also affect children's development.

Based on the development rights outlined in The United Nations Convention on the Rights of the Child, and the Ministry of Education's implementation of diverse outdoor education in 2022, this study aims to: verify the relationship between children's experiences with nature and their environmental cognitive development. This study focuses on Seeds Experimental Elementary School in Wulai District, New Taipei City, which adheres to the principles of democratic education while integrating highly nature-centered curriculum planning. The research scope encompasses both indoor and outdoor areas where children engage in activities.

The results of this study indicate that: 1) a diverse composition of natural environmental features more effectively promotes childhood experiences and children's development; 2) the promotion of children's environmental cognitive development by natural environments requires integration with regular curriculum activities.

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