SDGs在高中教學現場的實踐──以枋寮高中校訂課程為例

The Practice of SDGs in High School Education: A Case of Fangliao High School's Curriculum

本篇旨在探討透過校訂課程的引導，融入永續發展議題的學習，啟發並內化學生對於在地特色與環境的關懷。此次教學實務分別由物理、化學、生物與地球科學等4名學科教師與大學教授、科學月刊等專家合作，透過課程設計、外部資源引進以及課後問卷回饋，了解學生在課程實施前後對於永續發展指標（SDGs）的認識與理解，以及未來自己對於永續發展指標的實踐。自然專題課程的內容為枋寮地區的生態環境認識與能源的介紹，學生對於永續發展指標容易侷限於關注「氣候行動」與「海洋生態」等指標；而「終結貧窮」為枋寮學生最有感受的指標，未來應將課程知識轉化成對於家鄉產業、經濟、社會與文化等永續發展的個人實踐。

This article aims to explore the integration of sustainable development issues into the curriculum through guided curriculum revisions, with the aim of fostering student concern for local features and the environment. The teaching practice involves four subject teachers-physics, chemistry, biology and earth sciences-as well external experts such as university professors and science monthly contributors. Through curriculum design, the introduction of external resources, and post-course questionnaire feedback, the article aims to understand students’ awareness and understanding of the Sustainable Development Goals (SDGs) before and after the course implementation, as well as their future intentions regarding the practical application of SDGs. The content of the nature-themed course involves an introduction to the ecological environment and energy of the Fangliao region. Students’ attention toward sustainable development indicators often tends to focus on “Climate Action” and “Life Below Water” indicators. However, for the “No Poverty” indicator, which is particularly relevant to students from Fangliao, the article suggests that course knowledge be transformed into personal practices for sustainable development in local industries, economy, society, and culture.