素養導向「全球環境與永續」議題課程方案之實施成效—以UbD設計「吃漢堡，咬雨林」方案為例

本研究旨在討論素養導向「全球環境與永續」議題課程方案實施歷程與修正因應策略，其次為課程實施過後學生在認知觀點、同理心、溝通行動力、自我認識的改變，最後探討課程方案實施的歷程中，教師的教學省思與成長。本研究採用行動研究，以研究者所任職的幸福國小中年級學童為研究對象，進行14節課程。課程方案研究者以素養導向為課程設計理念，重理解課程設計UbD為教案設計模式，設計出「吃漢堡，咬雨林」方案，讓學生能以批判性的觀點探討雨林目前面臨的危機，並產生同理心，化身為綠色和平組織愛護地球環境一員，設計海報宣傳，達到由「情境」出發的社會參與，並在過程當中自我認識及成長。本研究以蒐集學生雨林筆記、觀課紀錄、教師省思、學生作品、宣傳回饋單等等資料，進行質化、量化分析。研究結果：一、以素養導向設計「全球環境與永續」議題課程方案，能整合學習歷程，讓學生具備核心素養。二、以UbD設計教案符合素養導向課程，並能讓學生做中實踐以及自我認識。三、學生在課程方案實施過後，對認知觀點、同理心、溝通行動力、自我認識四個層面的學習成效有所改變與進步。四、研究者在課程實施過後的反思與專業成長，有助於提升教學專業知能。由以上結果得知，學生經由素養導向「全球環境與永續」的課程方案實施過後，能讓學生具備核心素養，為保護雨林盡一份心力，付諸行動改變自己與他人的飲食習慣，並且從課程當中發現自我的成長。

關鍵字

核心素養；素養導向；重理解的課程設計

並列摘要

The purpose of this study is to discuss the implementation process and the corrective intervention strategies of a literacy-based curriculum named “Global Environment and Sustainability.” In addition, this study explored the students’ changes in cognitive perspective, empathy, communication, and self-awareness after the implementation of the literacy-based curriculum. The teacher’s self-reflections and growth in the implementation of the literacy-based curriculum were also discussed. This study adopted an action research method to conduct the literacy-based curriculum comprising 14 lessons. The participants were the fourth graders at a primary school in the freshwater area of the New Taipei City. This study used UbD as the teaching plan design mode to develop the teaching program: Eat Hamburgers, Bite Rainforest. The teaching program expected to enable students to critically analyze the current crisis of the rainforest, to develop empathy of the rainforest, and ultimately become global environment protectors. The students were asked to design posters to promote environmental protection, which created a situation for students to develop social responsibility and achieve self-realization and personal growth. Both quantitative and qualitative data were collected, such as students' rainforest notes, class observation notes, teachers' reflection records, student works, and publicity feedback forms. The results showed that: 1. The literacy-based design of the "Global Environment and Sustainability" curriculum program could facilitate students’ learning process and enabled the students to develop core competencies. 2. The UbD teaching model aligned with the literacy-based curriculum allowing students to learn through real practices and develop self-realization. 3. After the implementation of the curriculum, the students improved the learning outcomes in terms of cognitive perspective, empathy, communication, and self-awareness. 4. The teaching reflections on the implementation of the literacy-based curriculum helped the researcher foster the development of professional teaching knowledge. Based on the results above, the students achieved core competencies through the literacy-base curriculum of the "Global Environment and Sustainability". This literacy-base curriculum engaged the students in the protection of rainforest, changed their eating habits, and helped them achieve personal growth.