| 1 | 第1.週 課程與教學設計整全觀：小老師制度、異質分組制度、多元評量(檔案評量)制度。
1. Holistic view of course and instructional design: peer teaching system, heterogeneous grouping system, and multiple assessment (portfolio assessment) system. | |
| 2 | 第2.週 環境議題與環境教育：環境議題，永續發展議題、臺灣的地理、人文、社會發展現況、環境議題解決的四大類途徑、教育在環境議題的角色環境教育的起源
2. Environmental issues and environmental education: environmental issues, sustainable development issues, Taiwan's geography, culture, and social development, four approaches to solving environmental issues, and the role of education in environmental issues. | |
| 3 | 第3.週 環境(永續)教育的定義及目標：環境教育的定義、目標及指導原則、環境素養、國際永續發展教育的推動、環境教育的內涵、多樣貌的環境教育
3. Definition and goals of environmental (sustainable) education: definition, goals, and guiding principles of environmental education, environmental literacy, promotion of international sustainable development education, and diverse aspects of environmental education. | |
| 4 | 第4.週 環境教育的管道與環境教育者的溝通與參與：傳統環境教育的推動途徑、非正規教育途徑、非正式學習、環境溝通與傳播
4. Channels of environmental education and communication and participation of environmental educators: traditional and non-formal education pathways, informal learning, and environmental communication and dissemination. | |
| 5 | 第5.週 環境教育者的溝通與參與：環境溝通、負責任環境行為的建立、環境公民行動、社會學習群體策略
5. Communication and participation of environmental educators: environmental communication, establishing responsible environmental behavior, environmental citizenship actions, and social learning group strategies. | |
| 6 | 第6.週 環境教育者的承先啟後典範及專業成長：台灣環境教育實踐的亮點、我國環境教育法、環境教育者的專業成長及途徑
6. Models and professional growth of environmental educators: highlights of environmental education practices in Taiwan, Taiwan's Environmental Education Act, and professional growth and pathways for environmental educators. | |
| 7 | 第7.週 環境教育者的準備：了解學習者之整體發展特質、收集並探索環境議題的能力、轉化地方景緻及自然人文特色成為教材的能力
7. Preparation of environmental educators: understanding the overall development characteristics of learners, ability to collect and explore environmental issues, and ability to transform local landscapes and natural and cultural features into teaching materials. | |
| 8 | 第8.週 環境教育者的典範及台灣永續事蹟的剖析：環境教育者的範例、台灣永續的事蹟
8. Models of environmental educators and analysis of Taiwan's sustainable achievements: examples of environmental educators and Taiwan's sustainable achievements. | |
| 9 | 第9.週 期中考(實作報告)
9. Midterm exam (practical report). | |
| 10 | 第10.週 影響解說服務的三個關鍵因子：對解說對象的瞭解、對解說資源的掌握、具備解說規劃能力與技巧
10. Three key factors affecting interpretive services: understanding the audience, mastering interpretive resources, and possessing interpretive planning skills and techniques. | |
| 11 | 第11.週 進行解說資源調查：生態類型、文化類型、地理或地質類型、可進行五感體驗之區域、場域設施
11. Conducting interpretive resource surveys: ecological types, cultural types, geographical or geological types, areas for five-sense experiences, and site facilities. | |
| 12 | 第12.週 解說方案的服務對象：學生與成年人的學習特性、解說對象的分析與運用、
12. Target audience of interpretive programs: learning characteristics of students and adults, analysis and application of the target audience. | |
| 13 | 第13.週 解說資源規劃：解說規劃表A實作、解說規劃表B實作、解說規劃表C實作
13. Planning interpretive resources: practical exercises with interpretive planning forms A, B, and C. | |
| 14 | 第14週常見的解說服務類型：人員解說、媒體解說、如何選擇與搭配
14. Common types of interpretive services: personal interpretation, media interpretation, and how to choose and combine them. | |
| 15 | 第15.週 解說之前的準備工作：對解說內容的掌握、對解說對象的掌握、事前的場地勘查與帶隊解說15. Preparatory work before interpretation: mastering the content, understanding the audience, and pre-site inspection and guided interpretation. | |
| 16 | 第16.週 如何執行解說：解說基本技巧、進階解說技巧16. How to execute interpretation: basic and advanced interpretive techniques. | |
| 17 | 第17.週 解說效果的評估：解說員自評、指導員（mentor）評估、遊客回饋
17. Evaluation of interpretive effectiveness: self-evaluation by interpreters, mentor evaluation, and visitor feedback. | |
| 18 | 第18.週 期末考(實作報告)
18. Final exam (practical report). | |