本文紀錄國小六年級一班學生參與環境公民教育計畫的歷程。學生以身為學校的一份子，共同組成省水團隊，為珍惜校園水資源，進行遊說及教導服務的公益行動。在覺察校園最大的用水問題是在於清掃廁所，經評估自我掃廁所的經驗，找到可以兼顧乾淨及惜水兩個目標的方法。學生產生管理水資源的自信心後，計劃拍製「省水省力掃廁所」宣傳影片，將對校內四年級學生進行傳播及說服，以期改善掃廁所同學的用水習慣，企圖達成生活用水中「惜」的目標。整個行動研究過程是一連串的「規劃－行動－反省－找出問題」循環，由師生共同決策與採取行動，過程經歷「省水省力掃廁所」、「開麥啦計劃」、「大家一起來省水省力掃廁所行銷會議」以及「現場的指導及服務」四個大循環，目標是解決學校水費問題及環境中人的「惜水」生活習慣。歷程中，學生參與多次民主會議及合作學習過程，不斷整合舊經驗、提出建議，並以團體決策方式決定每一階段的行動。學生的角色由追隨者轉為參與者，醞釀出以公益為出發點的民主會議規範，也培育出寬容、正義、自由平等、熱心參與、夥伴關係和挫折容忍的公民德性；這種團體式的公民參與歷程，經由解決實際的環境問題中，具體化惜水的主體，並實踐公共領域化的主體性。 本文也搭配前後測問卷，發現參與惜水公民行動的學生，與同年齡學生相較下，皆有較高的水資源環境素養，體認到「惜水」不只要有正確的觀念，也要能採取正確的方法與行動，並珍視群體合作的情誼，善盡自己的本分。

　　　　　 This paper records the educational process that was engaged by a class of six grade students to become environmental citizen at a primary school. The participated students took their roles as members of campus and organized a "MIB water conservation team" to take actions including persuasion and diffusing water conservation experiences at campus. By practically evaluating their successful experiences on cleaning the washroom at school, the students discovered ways that met both objectives of cleaning and water conserving. It made them feel more confident and self-efficacy on initiating actions. Followed by making a camera project and a shooting of a video CD in the title of "Time and Effort Saving Methods for Cleaning washrooms", the team proceeded to plan strategies of marketing, communicating, and persuade the four grade students to stop abuse water during their cleaning activities. The whole processes were similar to the cycle of action research and were consisting of many spirals of "planning, action, reflection, and diagnosing next problem." By reaching consensus on what shall be done at next phase, the team had overcome many barriers on the road and finally reached their planned objectives. This research found that democratic meeting and decision making process helped the team members learn to integrate their experiences with problems and sought out collaborative actions in each step. During this period, students changed their roles from followers to become actively involved as partners. In the process of policy making, students grew up democratic norms and intentions to comply with volunteer codes. The participants developed many virtues of environmental citizen such as tolerance, justice, equality, partners and patience. By joining a real world problem solving process, the students perceived the core issues of conserving water resources and practiced their responsibility as correspondences to the citizenship. This research also developed a questionnaire to examine the impact of program. The results indicate that the participants gained higher literacy and valued water resources than those students with same age. More over, they realized that to be a civilian is not only to have the accurate knowledge, but also have to take correct measures and actions. In addition, they had perceived the need to be sensitive to their partnership and the need to do their best on their own duties.