本研究為大學生發展出一套為期16週，以「環境議題分析」為中心，「環境行動」為導向，注重情意教學的學校環境教育課程，再進而探討實施此實驗課程後，對於提升學生環境行動及其相關環境素養變項之成效，此研究的理論架構主要乃建立在負責任的環境行為模式與環境素養架構。本研究採準實驗設計，以靜宜大學觀光系三、四年級學生為研究對象，實驗組樣本由兩班學生計64人構成，對照組則為另兩班學生共計57人組成。結果發現，本實驗教學可以有效提升學生的環境行動、控制觀、環境責任感、行動意圖、有關環境議題的知識、與採取環境行動策略的知識；而在實驗結束兩個月後，依然保有持續的教學效果。本研究顯示，透過以課堂學習為主體的正規環境教育課程，是有可能同時提升學生們的環境行動，與其它在理論架構中與環境行動相關的認知與情意變項。最後，再根據研究結果，對於未來台灣環境教育課程發展與教學策略，提出建議。

The author assessed the effects of a formal environmental education methodology, emphasizing issue investigation-evaluation and action training, on college students’ environmental action and associated environmental literacy variables. The theoretical framework of this study was based on the two responsible environmental behavior models and the environmental literacy framework. A quasiexperimental design was used. The students who participated in the study were predominantly junior- and senior-level tourism majors in the Tourism Department at Providence University. Two classes (64 students in sum) received the experimental environmental education instruction for 16 weeks, while the other two classes (57 students in sum) received the control instruction during the same semester. The results indicated that the environmental education course did improve the students’ environmental action, locus of control, environmental responsibility, intention to act, perceived knowledge of environmental issues, and perceived knowledge of environmental action strategies. These effects were still maintained two months after the end of the course. Thus, a formal instructional approach was available that appeared to foster not only environmental action but also those cognitive and affective environmental literacy variables that are theoretically associated with that action. Based on this study, implications for future environmental education program development and instructional practice in Taiwan were provided.