自工業革命以來，人們逐漸意識到地球環境出現許多嚴重的問題，自然保育成為教育重要的一環，而閱讀是一種很好的環境教育教學方式，故研究者利用閱讀自然保育主題書籍，來進行環境教育教學。本研究主要是希望透過行動研究的方式，與學校的老師協同合作，將自然保育教育融入學校的閱讀課中，針對彰化縣某國小五年級學生進行閱讀討論教學，運用六本與自然保育相關的兒童文學作品，作為主要的課程教材，討論的方式採菲利浦六六討論法（每組六人，每人一分鐘，共六分鐘分享心得），先由小組學生閱讀分享後，再進行班級討論與延伸活動。教學過程中教師不斷省思修正，並將修正後的教學模式實施於第二個班級，以達行動研究之精神。在整個教學中，研究者持續蒐集學生的學習單、閱讀札記、訪談逐字稿，並與研究者的省思札記和協同教師的觀察紀錄互相檢核印證，另外輔以量化問卷、課程意見調查表檢測教學成果。由研究結果得知，閱讀討論教學能確實提升學生自然保育知識；在自然保育態度上，學生更懂得尊重各種生物的生命，對環境敏感度也有所提升，並為了維護良好的生活環境，對以往不夠環保的生活習慣，進而形成想改善的意念；大部分學生能接受閱讀討論教學，並且享受討論的氣氛，僅有少數學生表示在學習上有「書寫困難」、「溝通不良」、「公平原則受挫」等三種困擾。這些困擾也影響他們對閱讀討論教學的接受度。但有超過九成的學生表示喜歡閱讀討論教學。由此可知，以討論方式進行自然保育主題閱讀教學，對自然保育概念的推廣能獲得不錯的成效，而且此種教學方式也能作為日後學校閱讀課程教學模式的參考。

Since the industrial revolution, awareness of severe threats to the global environment has risen. Nature Conservation is an important link in education, so the researcher utilized Nature Conservation books as the topic for Environment Education Teaching in school.Reading is the main foundation of learning. Students can improve their expression, comprehension, and thinking ability through reading and discussion. In addition, students can acquire some experience of life by recognizing, imitating and playing the roles in books. Thus, reading and discussion are very good methods for Environment Education Teaching.This research shows how to integrate Nature Conservation into reading classes in schools with the cooperation of teachers by means of action research. The subjects are grade five elementary school students in Changhua. They are taught by a literature discussion program and use six children’s books about Nature Conservation as teaching materials. For discussion, they are grouped by ”Phillips”- six pupils in a group, one minute for each, and share what he/she has learned in six minutes. Pupils in a group discuss first; then the whole class has a debate and further activities are performed. During the teaching process, the teaching mode is improved and the revised teaching mode is put into practice in the second class for the spirit of action research.During the whole teaching period, the researcher collects students’ study continuously, reads the reading notes, draft word-for-word of interviews, analyzes the reading notes and noting down and examining cores to confirm each other in coordination with the teacher’s observation of the researcher, complement and measure the teaching achievement with the quantization questionnaire in addition. From the result of study, the literature discussion program improved the Nature Conservation knowledge of students. For the attitude toward Nature Conservation, the students learned how to respect various kinds of biological lives even more. They improved their environmental sensitivity, and took on a new way of thinking to reform bad living habits to make the environment better. Most of the students can accept the literature discussion program. A few of the students met some problems in study, mainly in ”writing difficulty”, ”disordered communication”, and ”the principle of fairness suffering a setback”. More than 0% of the students liked the literature discussion program.Therefore, proceeding to teach reading on Nature Conservation through discussion leads to good results and popularizes the concept of Nature Conservation. This method of teaching reading can be utilized in more schools in the future.