挪威LK20課程改革中之永續發展教育議題探究

Inquiring the Issues of Sustainable Development Education of Norway’s LK20 Curriculum Reform

隨著科技的進步發展，人類的生活模式產生巨大的改變，過度的生產和過度的消費，導致全球環境污染和資源耗竭，生存環境受到極大的威脅，促使環保意識的抬頭，永續發展（sustainable development）概念孕育而生。挪威政府長期關注永續發展和環境保護議題，在永續教育方面取得了不少成果。呼籲聯合國的「永續發展目標」（sustainable development goals），挪威於LK20課程改革中，將永續發展跨學科主題（interdisciplinary topics）列入中小學的核心課程，培養學生的永續發展知識及意識，使其在推動永續發展過程中，能夠採取行動，發揮影響力。挪威政府為使教師具備實施永續發展跨學科主題的專業知能，於是啟動了永續背包方案（Sustainable Backpack Program），推動教師永續發展教育（Education for Sustainable Development）專業成長。本文採用文獻分析法，針對挪威LK20課程改革的特色、跨學科主題、推動教師永續發展教育和永續背包方案的情況作探討，並據文獻探討結果，提出對我國推動永續教育之啟示。

With the advancement and development of science and technology, the human life pattern has undergone tremendous changes, including excessive production and consumption, resulting in global environmental pollution and resource depletion. The living environment has encountered dramatically threatened. Along with promoting environmental awareness, sustainable development was born. The Norwegian government has long been concerned about sustainable development and environmental protection and has achieved many excellent outcomes in sustainable education. Calling for the UN’s Sustainable Development Goals, Norway’s national curriculum reform launched in 2020 also includes interdisciplinary topics of sustainable development in the core curriculum to cultivate students’environmental knowledge and awareness so that they can take action and exert influence in promoting sustainable development. To support teachers of primary and secondary schools in implementing the Education for Sustainable Development, the Norwegian government launched the Sustainable Backpack Program to enhance teachers’professional growth in the Education for Sustainable Development. Through literature analysis, the author reviewed the works of literature about (1) the characteristics; (2) the sustainable development interdisciplinary topic of the Norwegian 2020 curriculum reform; (3) the circumstance of Education for Sustainable Development promotion; (4) the content, design principles, and partnerships with the local environment and community organizations of the Sustainable Backpack Program. Based on the results of the literature analysis, the author provides some suggestions for implementing sustainable education in Taiwan.