國小校訂課程將永續教育融入社區文化的戶外教學實踐－以屏東市勝利星村與勝利國小為例

The field trip Practice of Integrating Sustainable Education into Community Culture in School-developed Curriculum: Taking Shengli Star Village and Shengli Elementary School in Pingtung City as an example

陳運星(Yun-Shing Chen)；鄧惠芳(Hui-Fang Teng)

永續教育 ； 社區資源 ； 校訂課程 ； 勝利星村 ； Sustainable Education ； Community Resources ； School-developed Curriculum ； Shengli Star Village

城市學學刊

14卷（2024 / 09 / 01）

35 - 59

繁體中文;英文

本文旨在探討國小校訂課程將永續教育融入社區文化的戶外教學實踐歷程，以屏東縣屏東市勝利國小及附近的勝利星村社區資源作為案例。本研究的校訂課程主題是「眷戀舊村天」，課程實施的期程在111學年度下學期，校訂課程的參與對象為國小二年級學生。本文的研究方法是行動研究法，研究者透過實地參訪、學生作品成果、學生發言與省思札記等方式，詳細記錄；並將各類資料加以歸納分析，試圖瞭解校訂課程的實施對學生學習的影響及助益。本文的研究結果發現：將社區資源融入校訂課程進行戶外教育，可以提升學生的學習興趣，增加學生對在地社區的認識；對學生問題的解決能力具有正面的影響；校訂課程須經過事前詳細規劃，方能產生最大的學習效果。然而，教學時間的不夠與人力資源的不足，是自編校訂課程實施的一大挑戰，因此，本文建議以課程統整方式，將社區資源融入校訂課程，可同時利用國語與生活課程一併實施，並培養校內種子教師、實習教師或志工，以解決教學時間與人力不足的困境。

This study explores the practical implementation and process of integrating sustainable education and community resources into the curriculum for second-grade elementary students, using Sheng-Li Elementary School and the nearby Shengli Star Village in Pingtung City as a case study. The theme of the revised curriculum for this research is "Nostalgia for the Old Shengli Star Village," which was implemented during the second semester of the 2022nd academic year, with second-grade students participating in the curriculum. The research employs an action research methodology, where the researcher meticulously records the details through on-site visits, student work outcomes, student statements, and reflective notes. Various data are then analyzed and synthesized to understand the impact and benefits of the revised curriculum on student learning. The findings reveal that integrating sustainable education and community resources into the curriculum for outdoor education enhances students' interest in learning, increases their awareness of the local community, and positively influences their problem-solving abilities. However, the study emphasizes that detailed planning is essential for successfully implementing the revised curriculum to achieve maximum learning outcomes. Challenges such as insufficient teaching time and human resources in self-compiled curriculum implementation are identified. Consequently, the study recommends an integrated curriculum approach to incorporate community resources. This approach can simultaneously utilize language and life courses and involve training in-house seed teachers, intern teachers, or volunteers to address the challenges of inadequate teaching time and human resources.