環保專案成果報告查詢系統

專案計畫編號	EPA-100-HA11-03-A140
經費年度	100
計畫經費	1,390 千元
專案開始日期	2011/06/01
專案結束日期	2011/12/31
專案主持人	趙玉瑋
主辦單位	回收基管會
承辦人	陳素卿
執行單位	中華中等教育學會
專案分類	廢棄物管理、環境教育
中文關鍵字	環境;資源回收;辯論
英文關鍵字	Debate;Recycling;Environment
協同主持人
共同主持人
計畫聯絡人	包威棣
計畫聯絡電話	02-27354080#
計畫聯絡信箱	succhen@epa.gov.tw

中文摘要	2011年「環境盃大專資源回收辯論賽」共吸引27隊來自台灣各地的環境相關科系學生報名參加。本年度的辯題為「我國資源回收體系由民間自主管理/政府管理回收成效較佳」，希望參賽學生能藉此瞭解我國資源回收體系是如何運作，以及檢討資源回收體系的相關利弊得失。本次活動的目的是為使環境相關科系學生從蒐集資料、正反論辯及專家講評中，提升其環境政策論述及邏輯思考能力，另一方面也蒐集許多學生對辯題的意見，可以對環保政策提供創新的想法。活動規劃賽前舉辦七場校園巡迴說明會，分別於北、中、南、東各區域的環境相關系所舉辦，使學生瞭解活動意涵以及對環境政策論述與辯論方法有初步認知；設計雙題制辯題，使選手充分準備並了解正反論點；特別為環境相關科系學生量身訂作新式比賽辦法及規則，減低參賽障礙；舉辦兩場領隊會議並進行辯題說明，提供學生了解辯題；在初賽階段安排環境專家點評，提高辯論的專業度及知識性；在決賽使用投影片，培養學生表達能力，並透過網路現場直播，使更多人觀賞精彩的唇槍舌戰；蒐集參賽選手論點及問卷評估活動效益。此外，為提高環境相關科系學生對環境政策的辯論產生興趣，執行單位也加入許多創新的做法。例如，邀請中華民國環境工程學會為協辦單位，深入各環境相關系所進行推廣；在起跑記者會上以舞蹈呈現環境辯論的多元性，另外辯論示範賽的安排也獲得熱烈迴響。藉由舉辦「2011環境盃大專資源回收辯論賽」，已達到環境保護、資源回收及環境教育推廣的效果。環境相關科系學生透過辯論比賽訓練邏輯思考與政策論述能力。希望本次活動能使其對資源回收議題及環境政策的意涵了解更為深入，扛起落實環境保護的責任。
中文關鍵字	環境;資源回收;辯論

中文摘要

2011年「環境盃大專資源回收辯論賽」共吸引27隊來自台灣各地的環境相關科系學生報名參加。本年度的辯題為「我國資源回收體系由民間自主管理/政府管理回收成效較佳」，希望參賽學生能藉此瞭解我國資源回收體系是如何運作，以及檢討資源回收體系的相關利弊得失。本次活動的目的是為使環境相關科系學生從蒐集資料、正反論辯及專家講評中，提升其環境政策論述及邏輯思考能力，另一方面也蒐集許多學生對辯題的意見，可以對環保政策提供創新的想法。活動規劃賽前舉辦七場校園巡迴說明會，分別於北、中、南、東各區域的環境相關系所舉辦，使學生瞭解活動意涵以及對環境政策論述與辯論方法有初步認知；設計雙題制辯題，使選手充分準備並了解正反論點；特別為環境相關科系學生量身訂作新式比賽辦法及規則，減低參賽障礙；舉辦兩場領隊會議並進行辯題說明，提供學生了解辯題；在初賽階段安排環境專家點評，提高辯論的專業度及知識性；在決賽使用投影片，培養學生表達能力，並透過網路現場直播，使更多人觀賞精彩的唇槍舌戰；蒐集參賽選手論點及問卷評估活動效益。此外，為提高環境相關科系學生對環境政策的辯論產生興趣，執行單位也加入許多創新的做法。例如，邀請中華民國環境工程學會為協辦單位，深入各環境相關系所進行推廣；在起跑記者會上以舞蹈呈現環境辯論的多元性，另外辯論示範賽的安排也獲得熱烈迴響。藉由舉辦「2011環境盃大專資源回收辯論賽」，已達到環境保護、資源回收及環境教育推廣的效果。環境相關科系學生透過辯論比賽訓練邏輯思考與政策論述能力。希望本次活動能使其對資源回收議題及環境政策的意涵了解更為深入，扛起落實環境保護的責任。

中文關鍵字

環境;資源回收;辯論

類型	檔名	檔案大小	說明	最新版公開日期
期末報告	2011環境盃期末報告內文+附件.pdf	29MB		2012/5/1 上午 12:00:00

摘要	The 2011 “Resources Recycling” Environmental Cup Debate Competition attracted a total of 27 teams consisted of students majored in Environmental Protection at universities in Taiwan. The topic this year was “Shall our recycling process better be managed by government or civil groups?” It aimed to educate students how recycling process was operated at Taiwan, and, by this chance, to review pros and cons of the entire recycling management process. The objective of this competition is to equip students with better understanding of environmental issues throughout the program, including preparation, information collection, process analysis, along with experts’ comments and recommendations. Meanwhile, during the competition, innovative ideas can be triggered and developed to shape environmental policies. In order to promote this activity as well as fundamental concepts of environmental policy essence and debating methods, we planned 7 introduction sessions respectively in northern, central, southern, and eastern university environmental protection departments, prior to the competition. The debate topics were designed in two aspects in order to fully explore pros and cons of the topic. Furthermore, the competition rules were also tailor made for students with environmental related majors to lower down the entry barrier for them. Two sessions of team leader meetings were conducted to provide more insights of the topics. In the beginning stage of this activity, we arranged experts in environmental protection field to comment and input to enhance the profession and knowledge level. In the latter stage, presentation with power point was mandatory for participant to show their articulation capability. Meanwhile, the activity was relayed in live through internet to increase exposure and attract more audiences. Post to the activity, we also collected the debate content as well as feedback by questionnaire to evaluate the effectiveness of this activity. In addition, the execution unit added a number of innovative approaches in activity design to enhance participant’s interests in environmental protection debating. For example: invited The Chinese Institute of Environmental Engineering to co-lead the promotion, and arranged dancing performing in media conference to show the diversity of the approaches in environmental debating, which we found aroused a lot of echoes and positive feedback. The objectives of “The 2011 Environmental Cup Resources Recycling Debate Competition” were successfully met, in terms of environmental protection and resources recycling concept enhancement, and environmental education promotion. By this activity, the participants, those students majored in environmental protection related subjects, were well trained in logical thinking and public policy elaboration capabilities. We look forward to further deepening the insights of resources recycling and environment policies, and holding everyone accountable for environmental protection by this activity.
英文關鍵字	Debate;Recycling;Environment

摘要

The 2011 “Resources Recycling” Environmental Cup Debate Competition attracted a total of 27 teams consisted of students majored in Environmental Protection at universities in Taiwan. The topic this year was “Shall our recycling process better be managed by government or civil groups?” It aimed to educate students how recycling process was operated at Taiwan, and, by this chance, to review pros and cons of the entire recycling management process. The objective of this competition is to equip students with better understanding of environmental issues throughout the program, including preparation, information collection, process analysis, along with experts’ comments and recommendations. Meanwhile, during the competition, innovative ideas can be triggered and developed to shape environmental policies. In order to promote this activity as well as fundamental concepts of environmental policy essence and debating methods, we planned 7 introduction sessions respectively in northern, central, southern, and eastern university environmental protection departments, prior to the competition. The debate topics were designed in two aspects in order to fully explore pros and cons of the topic. Furthermore, the competition rules were also tailor made for students with environmental related majors to lower down the entry barrier for them. Two sessions of team leader meetings were conducted to provide more insights of the topics. In the beginning stage of this activity, we arranged experts in environmental protection field to comment and input to enhance the profession and knowledge level. In the latter stage, presentation with power point was mandatory for participant to show their articulation capability. Meanwhile, the activity was relayed in live through internet to increase exposure and attract more audiences. Post to the activity, we also collected the debate content as well as feedback by questionnaire to evaluate the effectiveness of this activity. In addition, the execution unit added a number of innovative approaches in activity design to enhance participant’s interests in environmental protection debating. For example: invited The Chinese Institute of Environmental Engineering to co-lead the promotion, and arranged dancing performing in media conference to show the diversity of the approaches in environmental debating, which we found aroused a lot of echoes and positive feedback. The objectives of “The 2011 Environmental Cup Resources Recycling Debate Competition” were successfully met, in terms of environmental protection and resources recycling concept enhancement, and environmental education promotion. By this activity, the participants, those students majored in environmental protection related subjects, were well trained in logical thinking and public policy elaboration capabilities. We look forward to further deepening the insights of resources recycling and environment policies, and holding everyone accountable for environmental protection by this activity.

英文關鍵字

Debate;Recycling;Environment