為增進我國環境教育的能量，提升各區環境教育社群學習成效及環境教育推動能量， 行政院環保署於民國 0 年起分別在我國北、中、南、東四區域成立「環境教育區域中 心」，期望透過各區域中心建構專業領導團隊，結合當地的夥伴資源，共同推動環境教育 區域中心計畫五大工作項目。為瞭解環境教育區域中心之運作機制及推動成效，本研究 應用方案邏輯模式之「投入」、「產出」和「成效」等三個基本要素，並透過參與者問卷調 查、訪談、參與式觀察、文件分析等方式，針對中區環境教育區域中心（以下簡稱中區環 教中心）執行此計畫之現況及成效進行評估。 研究結果顯示，中區環教中心執行計畫五大目標中：一、專業領導：產出「全 國性環境教育卓越發展指引」共四套，舉辦實務增能課程及分享交流工作坊，參與者 滿意度極佳；二、增能學習：舉辦環境教育增能工作坊能有效提升參與者之環境素養 ( . ~ 00.0%)；三、科技支援：以「環境議題解決及行動力」為主軸，編製完成各 個適 合機關、中小學及 個適合社區採用的環境教育課程教案，大致均能有效提升參與者之環 境教育素養；四、研究評估：建置適合區域中心使用之「成效評估評量系統」，經由評估、 回饋與調整運作機制之過程，有效提升本中心計畫之執行成效；五、夥伴推廣：在 0 年 度結合在地環教場域舉辦之地方增能工作坊，成效及滿意度皆明顯提升為 . 及 . %， 且有效提升參與者之環境素養( . ~ . %)。再者，計畫五大目標「總執行成效」為良好 （ . 分）。各目標之成效由高至低依序則為「專業領導」( . ) ＞「夥伴推廣」( . ) ＞「研 究評估」( . )=「增能學習」( . ) ＞「科技支援」( . )，即執行成效最佳為「專業領導」， 最低為「科技支援」。

In order to enhance learning efficiency and promote community of environmental education in various parts of Taiwan, the Environmental Protection Administration set up four ‘Environmental Education Regional Centers (EERC)’ in northern, central, southern and eastern Taiwan in 0 , hoping to integrate partners’ resources in relation to five aspects of EERC programs. In order to understand the effectiveness of the Central Environmental Education Regional Center, this study evaluated three basic factors, including Input, Output and Outcomes of the Logic Model, and conducted a participant questionnaire investigation, interviews, participant observation and document analysis. The results show that the outcomes of the five goals of the Implementation Plan of the Central Environmental Education Regional Center, . Professional Leadership: the four output sets of the ‘National Environmental Education Excellence Development Guidelines’, holding practical skills building courses and experiences-sharing and exchange workshops, and excellent participant satisfaction. . Skills Building Learning: the environmental education literacy of participants can be promoted by the skills building workshops in environmental education ( . ~ 00.0%). . Science and Technology Support: taking ‘solving and acting on environmental issues’ as the main axis, to compile four sets of teaching plans suitable for government agencies, primary and secondary schools, and implementing six sets of teaching plans suitable for the community, and to generally enhance participants’ environmental education literacy. . Research and Evaluation: An assessment system for the effectiveness of the Regional Center was built and used to evaluate, provide feedback, and adjust the operation mechanism of the Regional Center for Environmental Education; this system can promote the effectiveness of Regional Center. . Partnership Dissemination: In the year 0 , due to the local environmental education capability building workshop, which was held in the local environmental education field, the effectiveness and participant satisfaction were significantly improved to . and . %, respectively, and the environmental education literacy of the participants was effectively promoted ( . ~ . %). Furthermore, the overall implementation effectiveness of the five plan main goals was good (score . ). The effectiveness of the five aspects from highest to lowest was as follows: Professional Leadership (score . ) > Partnership Dissemination (score . ) > Research and Evaluation (score . ) = Building Capability Learning (score . ) > Science and Technology Support (score . ). Professional Leadership had the best effectiveness, and the worst was Science and Technology Support.