永續發展目標融入學校本位國際教育課程之策略與挑戰

Strategies and Challenges of Integrating Sustainable Development Goals into School-based International School Curricula

本研究旨在探討國小國語文教科書中的臺灣原住民圖像，從視覺設計與呈現方式的角度，分析其是否能真實且尊重地傳達原住民形象，以避免潛在的矮化、誤解或偏見。為了探討這些問題，本研究以視覺設計文法為基礎，運用概念後設功能、人際後設功能及語篇後設功能，對南一、康軒和翰林版臺灣國小國語文教科書原住民相關課文版面及版面中的臺灣原住民圖像進行內容分析。研究結果顯示：1.原住民圖像多以敘述結構為主，與課文內容高度一致；2.圖像多以「提供」的方式呈現，遠景與側面視角較多，使學生與圖像之間的心理距離較大，較難以產生情感共鳴；3.圖像結構多採兩極化與三聯圖設計，營造穩定的視覺效果。本研究並針對上述研究結果提出相關建議。

This study explores the strategies and challenges of integrating Sustainable Development Goals (SDGs) into school-based international education curricula. The study identifies four levels of transformative participation, ranging from less to more transformative: duty-based, participatory, justice-driven, and liberatory, and synthesizes the strategies employed by schools to integrate SDGs into their international education curricula. However, several challenges currently hinder the implementation of SDGs integration into school-based international education curricula. Firstly, there are concerns regarding the implicit assumptions of Western universalism embedded within the SDGs. Secondly, many schools adopt a narrow understanding of the SDGs, failing to engage in interdisciplinary and multifaceted systems thinking. Therefore, educators are urged to critically reflect on their actions and pedagogical approaches when promoting and implementing SDGs. It is crucial to consider whether such efforts align with the principles of ecological citizenship education and uphold intellectual diversity. Empowering students as critical thinkers should supersede politically correct education, and a balance between global perspectives and local contexts needs careful consideration. Ultimately, these efforts are essential for translating SDGs into locally relevant, equitable, and inclusive educational practices.