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| Title: | 系統性永續發展教育課程規劃模式之研究 — 以學前教育為例
A Systematic Curriculum Framework of Education for Sustainable Development in Early Childhood Education |
| Authors: | 洪郁雯
Hung, Yu-Wen |
| Contributors: | 顏敏仁
Yan, Min-Ren
洪郁雯
Hung, Yu-Wen |
| Keywords: | 永續發展教育(ESD）
系統思考
課程設計
教師專業發展
學前教育
幼兒教育
Education for Sustainable Development (ESD)
Systems Thinking
Curriculum Framework
Teacher Professional Development
Early Childhood Education |
| Date: | 2025 |
| Issue Date: | 2025-08-04 14:42:02 (UTC+8) |
| Abstract: | 永續發展是全球趨勢，也是全人類共同面臨的挑戰，而教育則是實現永續發展的關鍵途徑。聯合國提出跨領域學科「永續發展教育」（Education for Sustainable Development, ESD），旨在培養年輕世代解決問題的能力與勇氣。本研究旨在探討系統性的永續發展教育課程規劃模式，幫助學前教育現場教學者系統化的設計ESD課程，以提升ESD教案設計的品質，進而增加學生接觸到ESD的機會。本研究以探索性研究的性質設計課程規劃模式，並舉辦工作坊引導教學者實際參與課程開發歷程，以回應研究目的與問題。
本課程規劃模式綜合永續發展教育理念與系統思考方法論，設計出包含課程基本資料、因果環路圖繪製與課程模組展開的課程架構，並搭配五步驟設計流程，引導教學者從場域觀察到課程實踐，循序發展具永續內涵之課程內容。研究資料來源包含教學者工作坊歷程紀錄、課程產出之架構與訪談內容，並採質性資料分析進行歸納與詮釋。
研究結果顯示，本課程規劃模式具備良好的可行性，能促進教學者系統性地建構永續發展課程。系統思考與因果環路圖的運用，能有效提升教學者對議題脈絡的理解與課程整合能力。同時，課程規劃歷程亦促進教學者對ESD核心價值的認同，強化教學實踐的主動性與持續性。本研究建構之系統性課程規劃模式，提供了一條可行路徑，建議未來實務推廣應加強永續發展教育課程發展相關專業知能之培養，促進永續發展教育於學前教育場域的實踐與深化。
This study presents a structured curriculum framework for Education for Sustainable Development (ESD) to support early childhood educators in designing high-quality sustainability curricula. By strengthening curriculum design practices, the model aims to increase young learners’ opportunities to meaningfully engage with sustainability education in Taiwan.
Grounded in a curriculum application perspective, the framework integrates key ESD principles with systems thinking tools, especially causal loop diagrams. It outlines essential course elements, curriculum modules, and a five-step design process guiding educators from field observation to classroom implementation. A series of educator workshops were held to support practical application and collect research data.
Drawing on qualitative analysis of workshop records, interviews, and curriculum artifacts, the findings demonstrate the model’s feasibility and usefulness in helping educators systematically construct coherent ESD curricula. The integration of systems thinking deepens educators’ understanding of contextual issues and enhances curriculum coherence. The process also fosters stronger identification with ESD values, promoting proactive and sustained teaching practices.This framework offers a practical and replicable approach for advancing ESD in early childhood education and contributes to ongoing professional development efforts. |
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| Description: | 碩士
國立政治大學
幼兒教育研究所
112157001 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0112157001 |
| Data Type: | thesis |
| Appears in Collections: | [幼兒教育研究所] 學位論文
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