近年網際網路廣泛使用後，多媒體技術就結合了text、audio、video、visual、graphic以及動態要素，如動畫、虛擬實境語言等更富多樣化的方式提供師生不同形式的學習情境，使得資訊的表達，能更易使人深入瞭解，同時結合學習互動的特色，更易達成預期的目的。而我國環境教育的發展較遲，行政院環保署與教育部雖協助各師範院校成立環教中心，惟對於網路學習環境教育仍有待有效推動。
本研究以我國現行環保法規、政策、環境教育相關文獻，環境科學相關書籍探討其理論基礎，系統性整理彙整，並界定我國現階段環境教育課程範圍，以結構化分析法，規劃出我國環境教育網路學習課程發展結構，以德懷術問卷調查量的分析與質的評析結果，導出網路學習課程重點，並研析我國環境教育網路學習運作機制，規劃出適合我國現階段推動的環境教育網路學習機制。
研究結果發現，我國現階段的環境教育課程發展，可分為污染行為對人類健康影響與對環境影響兩大主軸，並導出環境教育網路課程綱要兩大主軸之課程結構，而在發展環境教育網路學習課程時，則以機動車輛，露天燃燒、固定污染排放、生活污水、家庭垃圾處理、事業廢棄物處理、飲用水質及地面水污染等對人類健康影響與對環境造成之衝擊為重點。
我國環境教育的推動，以建立環境教育發展基地，成立環境教育多媒體網站學習教室，以虛擬實境、網際網路或現場播放視訊網路，發揮並成熟應用多媒體網路技術，開創由小學至成人的全民化環境教育學習環境，為我們後代子
孫維護永續、乾淨、舒適的生活空間。

In the age of internet, multimedia technologies provide a variety of learning environment for students and instructors, combining text, audio, visual, graphic, and dynamic elements, such as animation, virtual reality, and interactive web-cast. It has also strengthened information to be more understandable, and activated the potential of learning interaction. The development of our environmental education has only been set into action for a recent decay; with the contribution of the Environmental Protection Administration and the Ministry of Education, many of the Teachers Colleges and National Normal University have had environmental education centers; however, websites that are related to environmental education e-learning are barely developed.

This research demonstrates the theoretical foundation with our current environmental protection laws, policies, related articles, and environment science books. With systematically classification, structured analysis, and the result of quantitative analysis and qualitative evaluation of Dephi Method, it defines a suitable contemporary environmental educational structure, rules out the curricular developmental structure of environmental education e-learning, and induces the emphases of the e-learning courses. In addition to analyze the operational infrastructure, we are able to plan out a better blue print of our contemporary environmental educational e-learning.

We then discovered that the evolution of our environmental education can be classified to two categories: one is the effect of pollution on human health; the other is the cause of pollution on environment. We then bring out the curricular structures of the two categories, and conclude that we have to focus on the negative effects to human health and natural environment by automobiles, outdoor combustion, pollution emission regulation, daily polluted water, family garbage disposal, industrial wastes disposal, drinking water’s quality, and ground water pollution.

Our missions to environmental education are establishing environmental learning centers, building multimedia environmental educational websites, and create a borderless environmental education community to people in all ages by our internet technologies, virtual realities, and life web-cast systems, in order to maintain a eternal, clean, and comfortable world for our beloved children.

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