爲發揮福寶濕地環境教育的功效，福寶生態導覽學會發展「福寶濕地自然保育課 程」。研究者爲了探討此課程對國小中、高年級學童的功效，故針對福寶濕地十公里內的 國小中、高年級教師進行問卷普查，且針對熟悉福寶濕地的專家、教師、解說員共十二位 進行訪談，以瞭解該課程所具有的濕地概念、特色、優缺點，並提出有效的改進方案。本 研究共發出365份教師問卷，回收率80.8 %，其問卷Cronbach a値介於.771〜.965之 間，其研究結果如下： 研究顯示本課程能有效的增進學童的濕地自然保育認知、態度與行爲意向；其次本研 究結果也顯示該課程已具備「濕地功能」、「食物鏈」、「紅樹林」、「濕地的危機」…等國小 階段所能學習之概念；而課程單元之整體優良程度均介於「同意」〜「非常同意」之間； 而課程各項缺失符合度均介於「普通」〜「不符合」之間，較値得注意的是研究結果指出 課程較偏重於濕地自然保育認知，實施上不易與校內正式課程相互結合，故建議教師在進 行戶外教學時，勿在短時間內傳達過多濕地概念，或是挑選適合本次教學目標的相關單元 活動進行教學，除此之外，可將課程中缺乏的九年一貫能力指標重新編列，以符合學生的 學習能力。

In order to reval the efficiency of environmental education in Fubow wetland, the Ecological Guide Association of Fubow developed Fubow Wetland Natural Conservation Curricula'. In order to explore the efficiency of the curricula on 3rd to 6th graders in primary schoolsl, a questionnaire survey was conducted on 3rd to 6th graders' teachers in primary schools within 10 km around the Fubow Wetland, and twelve experts, including interpreters of Fubow Wetland Ecological Park, staff of curricula development and local professionals of environmental education and those at school been interviewd to understand the wetland concepts, characteristics, advantages and disadvantages of the curricula for seeking appropriate problemsolving ways. 365 questionnaires were sent out and the recovery rate was 80.8%. The Cronbach was between .771 and .965. The results were shown as follows ： The results of the study were shown that the curricula could improve students' cognitions, attitudes and behavior of wetland conservation. It also shown that the natural conservation concepts of wetland, such as 'the wetland function' , 'the food chain' , 'mangrove' , 'the crisis of the wetland' etc. had been already included in the curricula .The concepts of the curricula were suitable for 3rd to 6th graders' cognitive level. The excellence of the overall curricula was between 'Satisfied' and 'Very Satisfied '. The faults of the curricula were between 'Ordinarily' and 'Disagreement '. However, Its merited attention was the results were shown that the cognitions of wetland natural conservation was over-emphasized in the curricula, and it was difficult to combine with formal courses in the school. For solving those problems. It was warned that too many wetland concepts shouldn't be transmitted to students within short time, or suitable activity unit which accord with teaching goals should be taught to students. Besides, according to the targets of Grade 1-9 Curricula Guidelines, the curricula goals should be compiled again to match students' learning ability.