數學融入專業問題對專科生通識課程「數學推理與應用」學習成效之研究

A Study on the Effectiveness of Integrating Mathematics into Professional Issues on the Learning Effectiveness of the General Education Course ''Mathematical Reasoning and Application'' for Junior College Students

本文旨在探討永續發展目標融入學校本位國際教育課程之實施策略與挑戰。文中說明從挑戰性由小至大分為四層次的變革式參與，分別為職責型、參與型、正義驅動型、解放型，以及學校推行永續發展目標融入學校本位國際教育課程之發展策略。然而，目前推展SDGs學校本位國際教育課程仍面臨一些挑戰，首先為永續發展目標隱含西方普及教育的優越信念之質疑，其次是許多學校對議題理解過度窄化，未能以跨域、多面向的系統思考出發。最後，建議身為教育工作者宜慎思行動與批判反思在推廣和落實永續發展目標之際，宜批判是否符合生態的公民教育，以及保有思想的多元性，以公民賦權取代政治正確教育，並思考全球視野與在地主體性該如何兼顧，才能轉化為適合本土脈絡、公平正義及多元思考的永續發展教育實踐。

This study involved collaboration with professional teachers to design and implement interdisciplinary mathematics activities. The curriculum integrated six specialized fields: horticulture and landscape, electrical engineering, information management, creative product design, food technology, and architecture. These professional teachers engaged in co-teaching to present both specialized knowledge and mathematics simultaneously. The study primarily adopted an action research methodology and was implemented in a 2-credit general elective course, ''Mathematical Reasoning and Applications.'' The guided inquiry teaching method was used, and student learning outcomes were assessed through worksheets, student presentations, and rubrics. Teaching plans for each unit were revised based on teacher records and reflections. The results showed that, although the guided inquiry teaching activities did not significantly enhance students' communication and discussion skills, they markedly improved students' motivation and interest in learning. Co-teaching teachers generally reflected positively on the teaching activities but noted that students rarely asked questions and that there was insufficient teaching time. Additionally, rubric evaluations revealed that while students performed satisfactorily in understanding problems and problem-solving, they were relatively weaker in other areas.