本研究係採用合作行動研究的方式，由研究者與兩位教師組成研究小組，共同發展新莊運動公園的鄉土教材，從資源調查至發展教材及實施教學活動，以協同合作教師的互動和學生進行鄉土教育的學習情形為研究的主要方向。研究者採用參與觀察、訪談、會議記錄、問卷調查及文件蒐集等策略，詳細記錄蒐集整個新莊運動公園鄉土教材的發展及實施過程。 研究結果發現：(一)運用社區資源發展鄉土教學活動有利學校本位課程的推動；(二)戶外鄉土教學的體驗，對學生具吸引力；(三)透過鄉土教學活動激發學生的社區認同與鄉土情懷；(四)鄉土教學活動能培養學童的環境教育觀；(五)透過合作類動研究，促進教師的專業成長與自信；(六)戶外教學時彈性應用活動單，可掌控教學流程，達成教學目標。

　　　　　This study employed the method of Cooperative Action Inquiry. The researcher and two other teachers team up to develop homeland teaching materials for Shin Chuang Sports park, including resource investigation, curriculum development and the implementation of teaching activities. This study focuses on the interaction and cooperation of team teachers and the performance of students ion homeland class. Observation, interviews, conference minutes, questionnaire, and related information gathering are major concerns to conduct the research. In addition, this study also tries to document the development and implementation process of homeland teaching materials in Shin Chuang Sports Park. Conclusions of this study are summarized as follows: 1.Using community resources to develop homeland education activities is beneficial to the implementation of school-based curriculum. 2.Outdoor homeland education is appealing to students. 3.The process of using homeland education can inspire students' community recognition and appreciation of their own homeland. 4.Through the Homeland education activities, teachers can cultivate students' positive attitude toward environment education. 5.Teachers' professional growth and confidence are improved through team action researches. 6.Activity sheets could be used optionally to control teaching process and to achieve teaching objectives of outdoor homeland education.