永續發展目標教育的理念與取徑－議題融入及全校性經營模式

The Connotations and Approaches of Education for Sustainable Development Goals: Issue Education and Whole School Approach

10.6249/SE.202309_74(3).0020

張子超(Tzu-Chau Chang)

中等教育

74卷3期（2023 / 09 / 01）

6 - 13

繁體中文;英文

1. 張子超(2017)。議題教育的意義與課程融入─以環境教育為例。教育脈動，11，23-30。
   連結：
2. Henderson, K.,Tilbury, D.(2004).Whole-school approaches to sustainability: An international review of sustainable school programs. Report Prepared by the Australian Research Institute in Education for Sustainability (ARIES) for The Department of the Environment and Heritage.
3. Higgs, A.L.,McMillan, V.M.(2006).Teaching through modeling: Four schools’ experiences in sustainability education.Journal of Environmental Education,38(1),39-53.
4. UNESCO(2014).Shaping the Future We Want: UN Decade for Sustainable Development (2005-2014) Final Report.Paris:UNESCO.
5. UNESCO. (2014b). UNESCO Roadmap for Implementing the Global Action Programme on Education for Sustainable Development. Paris: UNESCO. http://unesdoc.unesco.org/images/0023/002305/230514e.pdf (accessed 3 February 2017). UNESCO
6. UNESCO(2005).UNESCO (2005). United Nations Decade of Education for Sustainable Development 2005-2014, Draft International Implementation Scheme. Paris..
7. 何昕家,林慧年,張子超(2019)。學校與社區的合作經驗之探討─以偏鄉國民中小學特色遊學為例。臺灣社區工作與社區研究學刊，9(1)，127-163。
8. 張子超(2023)。永續教育的發展趨勢與理念內涵。教育研究學刊，352，123-134。
9. 教育部（2014）。十二年國民基本教育課程綱要總綱。取自 https://www.naer.edu.tw/files/15-1000-7944,c639-1.php?Lang=zh-tw