English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113822/144841 (79%)
Visitors : 51875006      Online Users : 314
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    政大機構典藏 > 資訊學院 > 資訊科學系 > 期刊論文 >  Item 140.119/152341


    Citation Infomation
    Loading...
    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/152341


    Title: 加拿大公立高中校園的氣候行動–高貴林學區為例
    Climate Action in Canadian Public Secondary Schools: The Case of Coquitlam School District
    Authors: 謝佩璇
    Hsieh, Pei-hsuan
    Contributors: 資訊系
    Keywords: 校園環境營造;永續發展議程;氣候行動;高貴林學區;資源基礎理論
    Construction of campus environment;Sustainable Development Goals;SDGs;Climate Action;Coquitlam School District;Resource-based theory
    Date: 2024-01
    Issue Date: 2024-07-17
    Abstract: 本文首先介紹加拿大政府針對聯合國推動的2030年永續發展議程,提出優先改善社會和環境問題的五個永續發展目標:無貧困、優質教育、性別平等、氣候行動以及合作夥伴關係。藉由實地訪查加拿大高貴林學區,探索當地的公立高中校園如何藉由環境營造,鼓勵九年級至十二年級高中生響應永續發展議程,包括課程與活動的內容,而得知氣候行動的參與現況成果具體。本文接著討論此學區在氣候行動的努力,提供台灣中學校園的情境改善之反思與建議;再進一步彙整文獻關於加拿大與其他國學生參與氣候行動在認知、情感與技能產生有形與無形價值的影響,從資源基礎理論探討,期待台灣的校園環境營造從此文章獲得更多創意發想。
    This paper introduces five Sustainable Development Goals (SDGs) prioritized by the Canadian government in response to the United Na- tions’ 2030 Agenda for improving societal and environmental issues. These SDGs include No Poverty (SDG 1), Quality Education (SDG 4), Gender Equality (SDG 5), Climate Action (SDG 13), and Partnerships for the Goals (SDG 17). Through an on-site visit to the Coquitlam school district in Canada, which includes an examination of curricula and ac- tivities, this paper explores how local public secondary schools encourage students in Grades 9‒12 to respond to the SDGs. Specifically, the paper highlights concrete achievements in Climate Action within the school district. It then discusses the school district’s efforts in Climate Action and offers reflections and suggestions for improving the construction of the campus environment in Taiwanese middle and high schools. The paper further synthesizes research literature on students’ participation in Climate Action in Canada and other countries using Resource-Based theory. It explores the impact on their cognitive, affective, and psychomo- tor domains, considering both tangible and intangible values. The details provided in this paper finally expects to inspire the development of cam- pus environments in Taiwan.
    Relation: 學校行政雙月刊, Vol.149, pp.172-187
    Data Type: article
    DOI 連結: https://doi.org/10.6423/HHHC.202401_(149).0007
    DOI: 10.6423/HHHC.202401_(149).0007
    Appears in Collections:[資訊科學系] 期刊論文

    Files in This Item:

    File Description SizeFormat
    index.html0KbHTML109View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©  2006-2025  - Feedback