本研究運用柯內爾流水學習法（Flow learning）設計「樹的祕密」及「生活環保」兩個主題，將環境教育融入「自然與生活科技」領域課程，並利用行動研究的方式解決教學過程所面臨的問題。透過教學活動，探究學生對環境教育能力指標的達成及研究者的專業成長與省思。研究結果發現：一、以流水學習法設計環境教育課程使內容更豐富。二、學生學習成效如下：（一）環境覺知與敏感度的成長。（二）環境概念知識的成長。（三）環境倫理價值觀的提昇；（四）環境行動技能的成長。（五）環境行動經驗的參與。三、研究者能運用行動研究改進教學困境，尋找教學盲點，對日後再次運用行動研究有極大的助益。

This study applies the flow learning of Joseph Cornell to design two topics, “Secrets of Trees” and “Life Environment”. Also, it integrates environmental education into the course of Science and Life Technology and applies action research to solve related problems encountering in teaching. It explores what level the students have achieved in segmental ability index of environmental education and researchers’ professional knowledge and self-growth improved after those related curricula. Results of this study are: 1. Designing courses with flow learning enrich contents of environmental education. 2. Students achieve following objectives in this research’s teaching activities: (1) Growth of environmental awareness and sensibility (2) Growth of knowledge of environmental concepts (3) Improvement of environmental ethics value (4) Growth of environmental action skills (5) Participation of environmental action. 3. Researchers are allowed to apply action research to overcome obstacles and to recognize blind spots in teaching. It’s beneficial for researcher to use action research again in the future.