本研究係以教師即研究者的理念，進行校園水生池的規劃與經營以利教學的探討。研究方法以校內問卷、訪談，探討教師在教學運用上的需求與經營的建議。研究結果發現，教師所需之協助以「植物牌的標示」占（ 79%）為最高，其次分別為「小小解說員的培訓」占（ 75%）和「辦理校園水生植物的生態研習」占（67%）。在教學與經營工作的結合下，學生經由實際參與經營工作，規劃維護校園水生教材園的方法、實踐環境維護的行動，是解決問題能力的展現。本行動研究之歷程與結論建議，可提供教師在校園水生教材園的經營與水生植物教學設計的參考。

　　　　　 This research focuses on the management of aquatic plants ponds in the schoolyard and the teaching design by the method of action research, in which teachers are researchers. By doing questionnaires and interviews in school, we explore the teacher's needs in aquatic plants and teaching assistance. In this research, we found that teachers' needs are highest on providing aquatic plant labels (79%), narrator training (75%) and to open a study session (67%). Under the combination of teaching and managing, students learn how to plan and maintain aquatic plants ponds in the schoolyard. They also practice maintaining environment by participating in the managing work. Thus their ability of solving problems can be established. The conclusion and suggestion provided by this study can be a reference in the management of aquatic plants ponds in the schoolyard and the teaching design for teachers.