十二年國教領綱（總綱）草案於2014年八月甫完成公告，象徵我國十二年義務教育階段的課程藍圖已大致底定。這一波的教育革新，義務教育階段的課程主要由八個學習領域，加上多項議題課程所組成，而議題課程乃採融入各領綱的方式進行課程規劃。本文主要關切｢環境教育｣議題課程現階段的規畫，與未來各領域的教學實踐。為便於各領綱的專家及教育工作者認識環境教育；本文嘗試梳理環境教育的發展脈絡，並具體提出五項環境教育主題，及其主要的教學策略以為參考。此外，本文也試圖傳達環境教育的學習內容，並非國際標準化的內容，它會因自然環境、社會文化、國家政策的影響而有差異。總之，作者希望能提供一些環境教育基本概念，以為領綱專家草案研修之參考，並希望能有助於未來教科書編者和教師教學對環境教育的詮釋。全文主要分為：一、國際環境教育發展的軌跡；二、我國環境教育發展的脈絡；三、環境教育重要主題分析及融入的方法；以及，四、環境教育課程教學的設計與實施等四大部分。

The guideline for 12-year Compulsory Education has just been announced in August 2015. This suggests the completion of a blueprint for the new stage of the compulsory education of the nation. In the tide of education reform this time, curriculum is found to consist of eight learning areas as well as issue-centered curriculum. The infusion method is recommended to for the implementation of the issue-centered curriculum. This study was concerned with the infusion of environmental education into each individual learning area. For the purpose of finding suitable ways to perform infusion, this study put the development context of environmental education in order, and pointed out five key themes as well as their teaching strategies. In addition, through analyzing the contexts of environmental education developed in different regions, the study found that environmental education has not had international standards. The configurations of environmental education vary from nation to nation. The differences may come from various natural environments, different social culture and specific state’s policies. It was hoped that this study would be of help to guide planners, textbook designers and school teachers as end users. This paper focused mainly on four parts: the contexts of environmental education internationally, the development of environmental education in the nation, the key issues of environmental education and methods for their infusion, and the curriculum and teaching strategies of environmental education.