簡易檢索 / 詳目顯示

研究生: 楊詠而
Yang, Yung-Er
論文名稱: 探討國中教師在永續發展教育計畫下的實踐與教師信念:以高雄市立溪埔國中為例
A Study on Teacher Beliefs and Practice of the Sustainable Development Education Project: A Case Study of Junior High School in Kaohsiung City
指導教授: 王順美
Wang, Shun-Mei
口試委員: 王順美
Wang, Shun-Mei
張子超
Chang, Tzu‐Chau
顏瓊芬
Yen, Chiung-Fen
口試日期: 2022/08/29
學位類別: 碩士
Master
系所名稱: 環境教育研究所
Graduate Institute of Environmental Education
論文出版年: 2023
畢業學年度: 111
語文別: 中文
論文頁數: 119
中文關鍵詞: 永續發展永續發展教育教師信念
英文關鍵詞: Sustainable development, Sustainable development education, Teacher beliefs
研究方法: 個案研究法半結構式訪談法
DOI URL: http://doi.org/10.6345/NTNU202300621
論文種類: 學術論文
相關次數: 點閱:188下載:32
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 1987年《我們的共同未來》開啟了永續發展的脈絡,而「教育」是促進永續發展的關鍵(UNCED, 1992),並在2003年提出聯合國永續發展教育十年計畫2005-2014,揭示了永續發展教育的面向,做為未來持續推動的依準。因應國際的永續發展教育計畫,國民及學前教育署推動「結合社區永續發展試辦計畫」。本研究挑選參與此計畫的溪埔國中,探討學校實踐永續發展教育的課程及教師信念。本研究採個案研究方法,透過訪談及文件來收集研究資料。
    本研究結果發現教師在實踐永續發展教育課程之歷程中,採團隊共識與討論選定課程主題為鳳梨,利用素養導向課程設計方法,以學生為中心來強化學生的能力,並連結永續發展目標「負責任的生產與消費」而產生對課程的信念、期望與價值。這是一套跨領域的課程,並以滾動式的模式隨時調整具體的方向。進入課程設計前,核心團隊教師需要克服對在地不熟悉的挑戰,利用課餘的時間去社區走訪、踏查與交流。大家在集體中產生學習、創新與分享,影響了永續發展教育課程的目標、內容與發展方向。
    此外,教師們將接收到的內容轉化成課程,在課程設計與實施的信念上有所異同,也回應著與傳統教育的不同。且教師在實踐永續發展教育課程下,教師的專業能力不再侷限於原本的學科中,打破了主流社會的印象,拉近了學校與社區之間的距離,將在地社區的素材融入學科,對未來的課程、永續發展、永續發展教育也有更具體的想法和省思。核心團隊也因良好的團隊合作關係與領導者的個人風格,使大家的參與和討論顯得更有意義和價值。
    綜合研究結果與文獻,本研究提出學校實踐永續發展教育四個面向之研究建議,(一)永續發展教育計畫部分,為綜合結合社區永續發展試辦計畫目的與研究結果,以永續發展教育的內涵及特性提出未來可參考的計畫核心概念;(二)教師部分,分別提出針對夥伴關係、教師永續發展教育信念、教師與領導者自我批判與省思之建議;(三)課程部分,為綜合教師教學、學校與社區夥伴關係連結之課程設計與教學模式之建議;最後(四)則是對未來研究方向之建議。

    In 1987, 《Our Common Future》 revealed the sustainable development, and the education is the key to promoting sustainable development (UNCED, 1992). That revealed the aspect of sustainable development education for practice sustainable development in the future. In response to the international sustainable development education plan, the “K-12 Education Administration” promotes the project that connected the community and school with sustainable development. In this study, we take the Sipujhs Junior High School in Kaohsiung city as an example, and explore the practice of curriculum and each teacher’s belief of the sustainable development education in schools. This research adopts a case study method and collects research data from interviews and documents.
    The results of this study found that teachers adopted team works and discussion to select the theme of the course as pineapple, used the literacy-oriented curriculum design method, and took students as the center. Teachers also take the SDGs target 12 as the value. This is a cross-domain courses, and adjusted at any time. Teachers need to investigate and communicate with the community, and everyone they have learned will influenced the direction of the sustainable development education curriculum.
    In addition, teachers have similarities and differences in the beliefs, and the beliefs also respond to the traditional education. Moreover, teacher’s professional abilities are no longer limited to the original disciplines, and also connected the schools and communities to integrating local materials into courses. After courses, we found that teachers have specific ideas of the future, sustainable development, and sustainable development education concepts. The core team also have good practice because of the team works relationship and discussion, and the leader's personal style.
    Combining the research results and literature, this study proposes four research suggestions: (1)the core concepts of the project that can be referred to in the future; (2) suggestions for partnership, teacher’s sustainable development education beliefs, teachers and leader’s self-criticism and reflection; (3) suggestions for curriculum design and teaching mode; and finally (4)a proposal for future research directions.

    第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的及研究問題 3 第三節 名詞界定 3 第二章 文獻回顧 5 第一節 教師信念的內涵與重要性 5 第二節 永續發展的起源與內涵 11 第三節 永續發展教育的起源與內涵 18 第四節 國民中小學結合社區永續發展試辦計畫 29 第三章 研究方法 32 第一節 研究設計 32 第二節 研究對象 35 第三節 資料蒐集與分析方法 42 第四節 研究信效度與研究倫理 49 第四章 研究結果與討論 51 第一節 核心團隊教師實踐永續發展教育課程之歷程 51 第二節 核心團隊教師信念在實踐永續發展教育下的轉變與省思 82 第五章 結論與建議 101 第一節 研究結論 101 第二節 研究建議 105 後記 110 參考文獻 112 中文部分 112 英文部分 114 附錄一 訪談同意書 118 附錄二 訪談檢核表 119

    王文科、王智弘(2010)。質的研究的信度和效度。彰化師大教育學報,17,29-50。
    王民(2006)。可持續發展教育案例研究。北京,地質。
    王秀津(2009)。教師實踐社群故事:承諾與競合。學生輔導,98,96-101。
    朱苑瑜、葉玉珠(2003)。實習教師信念改變的影響因素之探討。師大學報,48(1),41-65。
    行政院國家永續發展委員會(2015)。聯合國永續發展目標(SDGs)說明。https://nsdn.epa.gov.tw/files/sdgs/聯合國永續發展目標中文翻譯.pdf
    何峰如(2015)。國小教師參與專業學習社群對教學信念之觀點轉化歷程之研究[未出碩士論文]。國立中正大學成人及繼續教育研究所。
    佘曉清(1999)。生物教師的教學信念,教學,與師生互動:個案研究。科學教育學刊,7(1),35-47。
    吳靖國(2010)。質性研究:從理解[人]開始。銘傳教育電子期刊,20-34。
    呂玉琴、溫世展(2001)。國小、國中與高中教師的數學教學相關信念之探討。國立臺北師範學院學報,459-490。
    李永展(2005)。永續鄉村營造之初探。中華水土保持學報,36(4),339-354。
    李海燕、張莉(2007)。論教師信念及其成因。現代教育科學,3,65-66。
    阮光勛(2014)。促進質性研究的品質與可信性。國教新知,61(1),92-102。
    周珮儀、王雅婷(2021)。應用故事模式探究大學永續發展教育課程實施的歷程與成效。科學教育學刊,29,441-467。
    林永豐(2017)。核心素養的課程教學轉化與設計。教育研究月刊,275,4-17。
    林進材(1997)。教師教學思考-理論、研究與應用。科技通訊,6(5),7-11。
    高宗聖(2008)。台北縣國小教師永續發展教育專業素養之調查研究 [未出碩士論文]。國立花蓮教育大學國民教育研究所。
    高雄市立溪埔國中(無日期 (n.d.))。高雄市立溪埔國民中學首頁。http://school.kh.edu.tw/view/index.php?WebID=177&Main-Type=HOME
    張子超(2003)。永續發展研究中融入九年一貫課程之新環境典範的內涵概念。全球變遷通訊雜誌,38,11-16。
    張子超(2019)。十二年國教環境教育議題融入的課程發展-以永續發展主題為例。學校行政,123,54-67。
    教育部環境保護小組(1998)。中華民國教育部邁向二十一世紀永續發展的環境。教育部環境保護小組。
    梁明煌(2013)。永續發展教育。節能減碳愛地球。終身學習網通訊,63,20-27。
    莊淑琴(2002)。國小教師數學學習信念之研究。國民教育研究集刊,10,207-223。
    莊瑞續(2002)。探索地方永續發展議題與願景之研究─以金門島為例 [未出碩士論文]。國立臺灣師範大學環境教育研究所。
    陳向明(2002)。社會科學質的硏究。五南圖書出版股份有限公司。
    陳雅莉(1994)。教師教育信念與班級經營成效關係之研究 [未出碩士論文]。國立臺北師範學院初等教育研究所。
    陳錦芳(2011)。高職英文教師提問策略信念之研究 [未出碩士論文]。靜宜大學英國語文學系。
    曾育慧、江東亮(2017)。全球發展新紀元:從千禧年發展目標到永續發展目標。台灣衛誌,36,1-5。
    湯仁燕(1993)。國民小學教師教學信念與教學行為關係之研究 [未出碩士論文]。國立臺灣師範大學教育研究所。
    黃書禮(1994)。生態經濟觀之永續性都市-因應全球變遷之地方性行動策略。環境科技通訊,7-11。
    黃儒傑(2014)。參與教師社群教師知識信念、目標設定及教學意志力之研究:以新北市國小為例。教育研究集刊,60(1),39-76。
    甄曉蘭、周立勳(2001)。國小教師自然科學教學信念之調查。國民教育研究學報,7,215-241。
    劉欣茹(2003)。一位國小美勞教師教學信念與實踐之個案研究 [未出碩士論文]。國立臺北師範學院課程與教學研究所。
    蔡進雄(2003)。學校領導的新思維:建立教師學習社群。技術及職業教育雙月刊,78,42-46。
    鍾佑民(1999)。國民小學電腦科任教師教學信念、教師期望與教學行為之俗民誌研究 [未出碩士論文]。私立淡江大學教育資料科學學系。
    鍾媄媜(2003)。高中英文教師教材選編用信念之研究 [未出碩士論文]。國立彰化師範大學英語學系。
    蘇益生(2004)。高雄市國小教師e-Learning教學信念與教學效能關係之研究 [未出碩士論文]。國立高雄師範大學成人教育研究所。
    Barbier, E. B. (1987). The concept of sustainable economic development. Environmental conservation, 14(2), 101-110.
    Borg, M. (2001). Teachers’ beliefs. ELT Journal, 55(2), 186-187.
    Brundtland, G. H. (1987). Report of the World Commission on environment and development: ‘our common future’. United Nations.
    Calderhead, J. (1996). Teachers: Beliefs and knowledge.
    Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers’ early conceptions of classroom practice. Teaching & Teacher Education, 7, 1-8.
    Clark, C. M. and Peterson, P. L. (1986) Teachers’ Thought Processes. In: Wittrock, M.C., Ed., Handbook of Research on Teaching, 3rd Edition, Macmillan, New York, 255-296.
    Dewey, J. (1933). How we think: A restatement of the relations of reflective thinking to the educative process (2nd revised edition). Boston: D. C. Heath.
    Etchberger, M. L., & Shaw, K. L. (1992). Teacher change as a progression of transitional images: A chronology of a developing constructivist teacher. School Science and Mathematics, 92(8), 411-417.
    Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47–65.
    Feldman, A. (2000). Decision making in the practical domain: A model of practice conceptual change. Science Education, 84, 606-623.
    General Assembly of the United Nations (UNGA). Transforming Our World: The 2030 Agenda for Sustainable Development. New York, NY: United Nations, 2015.
    Giroux, H. (2006) 教師是知識份子:Teachers as intellectuals: Toward a Critical Pedagogy of Learning(莊明貞審閱)。台北:高等教育。(原著出版於 1988 年)。
    Hart, M. (1998). View of Community. https://www.sustainabilityprofessionals.org/
    Jabareen, Y. (2006). A new conceptual framework for sustainable development. Environ Dev Sustain, 10,179-192.
    Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27, 65-90.
    Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
    Markandva, A., & David, W. P. (1988). Natural Environments and the Social Rate of Discount.
    Merseth, K. K. (1991a). Supporting beginning teachers with computer networks. Journal of Teacher Education, 42(2), 140-147.
    Merseth, K. K. (1991b). The early history of case-based instruction: Insights for teacher education today. Journal of Teacher Education, 42(4), 243-249.
    Munasinghe, M. and 1. McNeely (1995). Key concepts and Terminology of Sustainable Development in Munasinghe, M. and W. Shearer: 19-56.
    Munby, H. (1983). A Qualitative Study of Teachers’ Beliefs and Principles. Paper presented at the annual meeting of the American Educational Research Association, Montreal, April.
    Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.
    Padgett, D. K. (2008). Qualitative Methods in Social Work Research (2nd ed.). Los Angeles: SAGE.
    Pajares, M. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 3, 307-332.
    Plummer, R. (2006). The evolution of sustainable development strategies in Canada: an assessment of three federal natural resource management agencies. Sustainable Development, 14: 16-32.
    President’s Council on Sustainable Development (PCSD) (1994). National Forum on Partnership Supporting Education about the Environment. https://clintonwhitehouse3.archives.gov/PCSD/Charter/
    President's Council on Sustainable Development (PCSD) (1997). Education for Sustainability: an agenda for action. https://clintonwhitehouse3.archives.gov/PCSD/Publications/TF_Reports/linkage-top.html
    Richardson, N. (1994). Making Our Communities Sustainable: The Central Issue is Will. In: Ontario Round Table on Environment and Economy. Sustainable Communities Resource Package. http://www.web.net/ortee/scrp/20/21making.html.
    Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. Handbook of research on teacher education, 2, 102-119.
    Rigisich, L. M. (2004). Visions of learning-Theory application: Minds meeting deeds in the classroom. Unpublished doctoral dissertation. Teachers College, Columbia University. New York.
    Smith, G. A. (2002). Place-based education: Learning to be where we are. Phi delta kappan, 83(8), 584-594.
    Smith, K. E. (1997). Student teachers' beliefs about developmentally appropriate practice: Pattern, stability, and the influence of locus of control. Early Childhood Research Quarterly, 12 (2), 221-243.
    Spangenberg, J. H. (2004). Reconciling sustainability and growth: criteria, indicators, policies. Sustainable Development, 12: 74-86.
    Stephen, B. D. (2002). Using the lenses of critically reflective teaching in the community college classroom. New directions for community colleges, 2002(118), 31-38.
    Tabachnick, B. R., & Zeichner, K. (1984). The impact of the student teaching experience on the development of teacher perspectives. Journal of Teacher Education, 35(6), 28-42.
    Tobin, K., & Fraser, B. J. (1989). Barriers to higher-level cognitive learning in high school science. Science Education, 72(6), 659-682.
    Tolba, M. K. (1987). Intensifying Environmental Awareness. Environmental Conservation, 14(2), 98-98.
    United Nations Conference on Environment & Development (1992). The Agenda 21. https://sustainabledevelopment.un.org/content/documents/Agenda21.pdf
    United Nations (2022). The Sustainable Development Goals Report 2022. https://unstats.un.org/sdgs/report/2022/The-Sustainable-Development-Goals-Report-2022.pdf
    United Nations Educational, Scientific and Cultural Organization (UNESCO) (2014). UNESCO roadmap for implementing the global action programme on education for sustainable development, Paris, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000230514
    United Nations Educational, Scientific and Cultural Organization Associated Schools (2009). Second Collection of Good Practices, Education for Sustainable Development. https://www.unesco.de/sites/default/files/2019-03/ups_second%20collection%20of%20good%20practices.pdf
    United Nations Educational, Scientific and Cultural Organization Education Sector (2005). United Nations Decade of Education for Sustainable Development(2005-2014): International Implementation Scheme, ED/PEQ/ESD, Division for the Promotion of Quality Education, UNESCO, France.
    United Nations Educational, Scientific and Cultural Organization (UNESCO) (2014). Shaping the future we want. http://unesdoc.unesco.org/images/0023/002303/230302e.pdf
    United Nations Educational, Scientific and Cultural Organization (UNESCO) (2002). Education for sustainable development toolkit. https://unesdoc.unesco.org/ark:/48223/pf0000152453
    United Nations Educational, Scientific and Cultural Organization Associated Schools (2021). Education for Sustainable Development Goals: learning objectives. https://unesdoc.unesco.org/ark:/48223/pf0000247444
    United Nations Educational, Scientific and Cultural Organization Associated Schools (2021). Reimagining our futures together: a new social contract for education. https://unesdoc.unesco.org/ark:/48223/pf0000379707
    UNU-IAS(2009). Research/ESD/Background, The United Nations University - Institute of Advanced Studies (UNU-IAS). http://www.ias.unu.edu/sub_page.aspx?catID=108&ddlID=182
    Wals, A. E. (2012). Shaping the education of tomorrow: 2012 full-length report on the UN decade of education for sustainable development. Paris, France: UNESCO.
    Woolfolk Hoy, A., Davis H., & Pape, S. J. (2006). Teacher knowledge and beliefs. In P. A. Alexander, and P. H. Winne (2nd Eds.), Handbook of Educational Psychology, 715-737, New Jersey: Lawrence Erlbaum Associates.
    World Commission on Environment and Development (WCED). (1987). Our Common Future, New York: Oxford University Press.
    Yost, D. S., Sentner, S. M., & Forlenza-Bailey, A. (2000). An examination of the construct of critical reflection: Implications for teacher education programming in the 21st century. Journal of Teacher Education, 51(11). 39-49.

    下載圖示
    QR CODE