臺灣文化中推廣節能減碳之張力-個人、學校、網路行為分析( III )

Abstract

本研究的目的是探討永續發展整合到教學方法課程中所面臨\r\n的挑戰與解答。本研究主要採用行動研究法，探討整合永續\r\n發展於教學方法的教師經驗，輔以學生訪談和作品的質性資\r\n料。質性資料分析結果顯示整合永續發展於教學方法中的四\r\n項挑戰和解決方案：(1)課程目標：從注重永續發展的價值到\r\n學生永續力的發展；(2)課程教材：從專業導向到脈絡導向的\r\n永續發展；(3)學生專題：從評估學生產品到評估學生反思；\r\n(4)課程支持：從傳統的認知和協作支持到多樣化情感、社會\r\n和媒體的支持。本研究增進如何將永續發展（概念性知識）\r\n整合到教學方法（程序性知識）的知識，這是過去較少研究\r\n的主題。本案例研究也顯示在高等教育中，永續發展整合到\r\n不同學科的方法學課程之可能性。\r\nThe aim of this study is to investigate the\r\nchallenges and solutions from integrating sustainable\r\ndevelopment (SD) to teaching methodology (TM)\r\ncourses. This study mainly uses action research\r\napproaches to investigate the instructor"s\r\nexperiences of integrating SD to TM, supplemented\r\nwith qualitative data from student interview and\r\nworks. Results of qualitative data analysis\r\ndemonstrate four sets of challenges and solutions in\r\nintegrating SD to TM courses: (1) Course objectives:\r\nfrom emphasis on SD value to student sustainability；\r\n(2) Course materials: from profession- to contextbased\r\nSD； (3) Student projects: from assessment on\r\nstudent products to student reflections； (4) Course\r\nsupports: from traditional cognitive and cooperative\r\nsupport to diverse emotional, social and media\r\nsupports. This study adds the understanding of ways\r\nto integrate SD (as conceptual knowledge) to TM (as\r\nprocedural knowledge), a topic rarely researched to\r\ndate. This case study demonstrates the possibility to\r\nintegrate SD to diverse disciplines in higher\r\neducation via methodology courses.