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把SDGs帶進通識教育：以「公民倫理與多元文化」課程為例
Bring SDGs to General Education: Taking the "Civil Ethics and Multicultural Literacy" Course as an Example
摘要
本研究目的在規劃一門「公民倫理與多元文化」新課程，透過討論課及多元教材教法，有系統地融入5項聯合國永續發展目標（sustainable development goals，SDGs）－SDG4優質教育、SDG5性別平等、SDG10減少不平等、SDG16和平正義及健全制度、SDG17夥伴關係。本研究採用行動研究與問卷調查法，111學年度第1學期於任職學校進行教學實踐，行動研究自2022年9月迄2023年1月，研究對象為大學部一至四年級學生，共計42名學生。問卷於2023年1月13日施測，有效問卷有31份。研究結果主要有3項：第一，公民通識課可採「融入型課程」模式，於課程主題或學習活動中融滲SDGs。第二，問題導向（problem-based learning，PBL）的課程設計顯著提升學習成效。有83.9%的學生同意及非常同意討論課幫助解決社會問題的情境學習；有58.1%過半數學生非常同意永續素養的培育，同意及非常同意更高達90.4%。第三，經過18週的行動研究與反思，教師更樂觀地看待教學創新的精進和實踐。據此，本研究獲致重要結論與啟示為：通識教師可應用PBL課程設計來進行SDGs教學，不僅可引發學生的學習動機和興趣，也有助於SDGs與通識教育的連結與建構。
並列摘要
The purpose of this research was to plan a new course, "Civil Ethics and Multicultural Literacy," focusing on five the United Nations Sustainable Development Goals (SDGs): quality education (Goal 4), gender equality (Goal 5), reduced inequalities (Goal 10), peace, justice and strong institutions (Goal 16), and partnerships for the goals (Goal 17). The goals for this new course were developed through discussion classes and from multiple teaching materials and methods. In this study, the researcher adopted the action research method and questionnaire survey method. During this time, action research was implemented from September 2022 to January 2023 and a questionnaire was used to survey students' responses to the course on January 13, 2023. Forty-two college students who participated in this study. A total of 31 valid questionnaires were collected from these students. Three main results were gleaned from this research. First, general courses could adopt an "integrated course" model to promote SDGs topics or learning activities. Second, the curriculum design of problem-based learning (PBL) significantly helped to improve student learning effectiveness. Eighty-three point nine percent of the students agreed and strongly agreed that the discussion class about social questions of PBL was helpful. Fifty-eight point one percent of the students strongly agreed that the course had cultivated students' sustainability literacy, and the high proportion 90.4% of the students agreed and strongly agreed the sustainability literacy of AL. Third, teachers may experience greater teacher innovation, improved teaching, and greater teaching optimism after 18 weeks of action research and critical reflection. The most important conclusions of this study are: General education teachers can apply curriculum design of PBL to SDGs teaching, which can not only cultivate learning motivations and interests of students but also be helpful to teachers interested in implementing SDGs into the general education classroom.