本研究旨在探析我國高級中學學生「環境教育認知」。為達成研究目的，首先整理環境教育相關文獻，與二回合德菲法調查，以建構正式測驗，並針對我國高級中學學生進行抽樣調查，共回收3,305份問卷，有效問卷回收率達80.78％。 經描述性統計、t考驗、單因子變異數分析、二因子變異數分析及單因子多變量變異數分析等方法加以統計、分析與討論。研究獲得下列結論：一、「環境教育認知」測驗具有足夠的的信度及效度，各分測驗重測信度達.73(p<.001)以上，並以二回合德菲法專家問卷建立專家效度。二、不同個人背景變項的高級中學學生「環境教育認知」有顯著差異，以「男性」高於「女性」、「高年級」高於「低年級」、「高中」高於「高職」。三、本測驗以3,305份有效樣本建立測驗常模，可有效評估受試者在「社會領域」、「自然領域」及「生活領域」等三領域「環境教育認知」的優劣。 ;The main purpose of the present research is to evaluate the environmental education cognition for senior high schools students. To achieve the purpose of the present study, relevant publications were abundantly reviewed and organized at first. Then 2 rounds of Delphi method were conducted to develop the formal test. The senior high school students were sampled randomly in this research. A total of 3,305 valid tests were collected, equal to a return rate of 80.78%. Through descriptive statistics method, t-test, one-way ANOVA, two-way ANOVA and one-way MANOVA analysis, the present study give valuable results summarized as follow. First, the reliability and validity of the “Environmental education cognition” tests are persuasive. Each subtest’s reliability can reach 0.73 (P<0.001); and 2 rounds of Delphi expert method establish the validity for the test. Second, there is a significant difference in the environmental education cognition of senior high school students from different background. It is apparent that the average score of cognition for male students is higher than the femaile students, the average score for the upper grade students is higher than the lower grade students; and the senior high school students is higher than the vocational high school students. Third, the test used 3,305 effective samples to create the Norm, which can effectively assess any high school students in the field of "Social”, "Nature" and "Living" in environmental cognition.
