混合式多元學習：結合地方本位教育與永續發展目標的社會造夢者教學創新

Blended Multi-Learning Program: Teaching Innovation in Social Dreamer Courses Combining Place-Based Education and Sustainable Development Goals

社會造夢者是以聯合國17項永續發展目標（Sustainable Development Goals, SDGs）為社會設計目標的通識教育選修課程，目的為引導學生了解SDGs的核心精神，並深入關懷社會，發展有益於社會永續發展的設計。本課程帶領學生理解與自己與社會間的重要關係，透過相關知識面的建構，進行多元授課，也讓學生進到各種場域，探索自己為社會貢獻的更多可能性。本課程可培養學生具備社會發展需求及創新能力，強化其對地方社會問題的感受及關懷，並提高學生對於未來在地就業及創新創業的想像和意願。本文以社會造夢者為場域，以地方本位教育為多元教學法的基礎，以學習自我效能為研究法，進行教學創新的實踐與研究。研究結果顯示，學生對於課程探索在地議題很有興趣，但未能充分感受到課程的教學創新處，故需要增強小組學習在地議題的創新內容或教學創新模式；再者，由於課程活動眾多，因此需要在不同學習模式下，鞏固議題以系統化課程結構，讓學生有聚焦感；此外，也應提高社會設計的課程內容比重，降低部分的混合式學習內容，以建立學生更完整的社會設計核心能力。

“Social dreamer”course objectives and content are based on SDGs as the primary topic. This course uses“place-based education”to improve students’course engagement and sense of achievement in learning. This course considers“social dreamer”as the research goal,“place-based education”as the teaching method, and“self-efficacy”as the research method to practice and research teaching innovation. In this study, students were very interested in acquiring local knowledge, but the innovative teaching of this course could not be entirely experienced. Therefore, strengthening group learning during the teaching process to create innovative designs for local issues is necessary. Since there are many teaching activities in this course, it is necessary to help students clearly understand the course topics in different learning modes and then systematize the course structure to enable a sense of course focus. Additionally, the proportion of social design in the curriculum should be increased, other learning content should be reduced, and students’complete social design abilities should be established.