本研究旨在探究一位國小教師，透過行動研究將服務學習融入素養導向的環境教育課程，探究實施服務學習融入環境教育之課程設計與教學歷程、實施課程前後學生是否有達成環境教育目標以及實施服務學習融入環境教育課程之後，服務學習對學生的學習興趣與態度的成長情形。本研究的結論如下：一、透過有系統的素養導向課程發展有助於學生達成學習目標，透過教學歷程的省思，可作為課程改進的依據。本研究透過有系統的課程發展歷程，包含情境的分析、依據新課綱的課程目標作為課程的目標架構，並運用服務學習的策略來提升學習的興趣，有助於學生達成學習的目標，最後再透過教學歷程的省思，教師可作為下一循環的課程改進的依據。二、透過服務學習融入素養導向的環境教育課程，達成學生在環境覺知與敏感度、環境知識、環境倫理價值觀、環境行動技能與環境行動經驗的成長，學生透過服務學習融入環境教育的課程，能夠提昇學生的環境覺知與敏感度、增進學生的環境概念知識、建立了正向的環境倫理價值觀、強化學生的環境行動技能以及豐富了學生的環境經驗。三、透過服務學習的歷程提高學生學習的興趣與學習的成效，學生在服務學習的過程中，透過多元能力的運用並滿足學生多元智能的學習，對於學生的學習興趣與成效有顯著的提升。依據上述研究發現，文末提出數項建議，以做為課程設計之參考。

The aim of this study is to investigate the process of an elementary school teacher who explore service-learning into the curriculum of environmental education through an action research. This investigator through the process of interviews, observation of reflection of a single analysis and conclusion which explore the implementation of service-learning into the curriculum design and teaching of environmental education course,the implementation of the program after the student has reached the goal of environmental education and the implementation of service-learning into the environmental education curriculum, on student's interest in learning and attitudes growth. Research findings revealed three points： （1）Through a systematic curriculum development helps students achieve curriculum goals. The reflection of course teaching can be used as a basis for curriculum improvement; （2） Curriculum of Service-Learning into Environmental education promote students on environmental awareness and sensitivity, environmental knowledge, values toward environmental ethics, skills and experienced of environmental action; （3）Through service-learning course improves students' interest in learning and the effect of learning. Finally, this article proposed some suggestions for schools, teachers and future follow-up studies.