以夏伯納勞作教育思想與SDGs保育海洋生態融入國小科技教育的課程設計與教學實踐──以海洋星光燈為例

Incorporating Otto Scheibner's Arbeit Education Philosophy and SDGs for Marine Ecosystem Conservation into the Curriculum Design and Teaching Practice of Elementary School Science Education—Taking the Marine Star Light as an Example

面對未來快速變遷的社會環境，如何培養學生解決日常生活中問題的能力，是二十一世紀核心能力之一（Partnership for 21st Century Skills, 2019）。Drake & Burns（2004）指出，跨領域統整教學能夠有效地促進學生在達成學科標準的同時，將不同領域的知識整合，從而提升學習的深度與實際應用能力。而在議題融入說明手冊（教育部，2019）呼應永續發展目標（SDGs）的落實需求，特別列出19項議題融入各學習領域，提供學校及教師議題融入的教學指引。本研究旨在將夏伯納勞作教育思想（引自李化方，1969）應用於國小科技教育課程中，探討其對學童學習表現與成效的影響。研究對象為國小六年級學生，課程主題為「海底星光燈」，教學過程透過設計與實作，幫助學生理解簡單電路概念，並運用電子零件完成具有創意的作品。教學成果顯示，融入夏伯納勞作教育思想的科技課程能有效提升學生的注意力與課堂參與度。同時，本文針對課程設計提出以下建議：提供學生充足的設計時間、促進學生創意力發展，以及增強實體教材應用的靈活性，以提升國小科技教育的成效。

In the face of a rapidly changing social environment in the future, cultivating students' ability to solve problems in their daily lives is one of the core competencies of the 21st century (Partnership for 21st Century Skills, 2019). Drake & Burns (2004) pointed out that interdisciplinary integrated teaching can effectively promote students' achievement of subject standards while integrating knowledge from different fields, thereby enhancing the depth of learning and practical application skills. The ''Guidelines for Integrating Issues into Teaching'' (Ministry of Education, 2019) echoes the need for implementing the Sustainable Development Goals (SDGs) and specifically lists 19 issues to be integrated into various learning areas, providing schools and teachers with instructional guidance for issue integration. This study aims to apply Otto Scheibner 's labor education philosophy (as cited in Li Huafang, 1969) to elementary school technology education curriculum, exploring its impact on students' learning performance and outcomes. The subjects of the study are sixth-grade elementary school students, with the course theme being ''Undersea Star Light.'' The teaching process involves design and implementation, helping students understand simple circuit concepts and use electronic components to create innovative works. The teaching results show that technology courses incorporating Shaw's labor education philosophy can effectively enhance students' attention and classroom participation. At the same time, this paper offers the following suggestions for curriculum design: provide students with sufficient design time, promote the development of students' creativity, and enhance the flexibility of applying physical teaching materials to improve the effectiveness of elementary school technology education.