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SDGs探究式教學導入「社會學與當代社會」通識課程之教學行動研究
The Teaching Action Research on Integrated the SDGs, inquiry-based multi-teaching design into the "Sociology and Contemporary Society" General Course
摘要
在全球化的社會裡，由於氣候變遷、經濟成長、環境保護、社會平權、貧富差距等難題日益嚴峻，2015年聯合國宣布了「2030永續發展目標」。本研究聚焦於「社會學與當代社會」通識課程，研究問題意識有二：（一）課程內容如何導入SDGs，引導學生認識當代社會學的意義與內涵，啟發思考與理解當代社會學下的各種現象和問題，並引導學生進行分組合作學習，涵養學生具有批判思考、問題解決及社會參與的能力與態度？（二）教學設計如何結合提問設計策略、焦點討論法及學習歷程檔案評量，提供學生具有跨界跨域的思考與行動力，培有具有公民意識、全球素養及社會行動？在教學方法設計上，導入教育學者Verduin的提問設計策略、焦點討論法及學習歷程檔案評量等。教學實施及研究結果如下：（一）認識當代社會議題和SDGs核心目標的關聯性，進行SDGs問題解決行動提案中，增進具有後設認知、探究思考、問題分析及批判思考等能力；（二）透過「做中學」、「問中思」的學習歷程，促進學生具有「探究、合作及表達」的多元能力；（三）參與提問策略、焦點討論及學習歷程檔案評量，預期增進學習動機、提問技巧、溝通表達等學習策略，並能產生學習遷移。
並列摘要
In the global society, due to increasingly serious problems such as climate change, economic growth, environmental protection, social equality, and the gap between the rich and the poor, the United Nations announced in 2015 the "2030 Sustainable Development Goals" (SDGs), including 17 development goals. The purpose of this project is to integrate the SDGs, literacy-oriented learning assessment, incorporating questioning strategy, focus discussion, cooperative learning, and public lecture(classroom observation) into the " Sociology and Contemporary Society " general course. The researcher will observe students' discussion process, guide their correct thinking direction, and encourage their learning motivation and willingness to strengthen their learning outcomes. Even more to enhance teachers' professional development.