從永續發展指標觀點探討偏鄉中學推動跨年級跨領域教學之挑戰與因應

From the Perspective of Sustainable Development Goals to Explore the Challenges and Responses of Rural Schools in Promoting Interdisciplinary Teaching

聯合國在永續發展目標四揭示優質教育的核心理念，希冀各國政府推動有教無類、公平以及高品質的教育，提倡終身學習，達成永續教育目標。目前國民中學階段在選修課程、第八節課後輔導及社團活動之跨年級跨領域教學模式符合永續發展目標之國際趨勢以及108課綱之全人教育精神，對於維繫偏鄉教育品質具有重要性，然而先前研究缺乏以永續發展目標觀點出發，討論偏鄉中學如何進行跨年級跨領域教學。
本研究透過文獻回顧，從永續發展目標觀點探討偏鄉中學進行跨年級跨領域教學，面對學校行政管理、教師專業、學生學習等各方面之挑戰，並提出因應策略：盤點偏鄉學校軟硬體資源，強化行政支援教師教學；引進公私部門各項資源，支持跨年級跨領域課程實施；發展教師專業學習社群，鼓勵教師跨校跨領域合作；透過課程發展會或班親會，建立社區家長參與共識；採學習者中心設計課程，培養公民素養與社會參與；建立跨領域文化與評鑑機制，提供反思反饋參考。希望達成聯合國永續發展目標四的消弭偏鄉學生的學習差距，使弱勢學生、原住民學生能夠平等的接受優質教育。

The United Nations reveals the core concept of high-quality education in Sustainable Development Goal 4, and hopes that governments of all countries will promote education without discrimination, fairness, and high-quality education, promote lifelong learning, and achieve the goal of sustainable education. The current cross-grade and interdisciplinary teaching model of elective courses, eighth after-school tutoring, and club activities in national middle schools is in line with the international trend of sustainable development goals and the spirit of whole-person ed-ucation in the 108 curriculums, which is important for maintaining the quality of rural education. However, little research discusses how to carry out cross-grade and interdisciplinary teaching in rural middle schools from the perspective of sustainable development goals.
Through literature review, this study explores the challenges of cross-grade and interdisciplinary teaching in rural middle schools from the perspective of sustainable development goals. The challenges include school administration, teacher professionalism, and student learning. This study proposes the following responses strategies. Inventory the software and hardware resources of rural schools to strengthen administrative support for teachers’teaching. Introduce various resources from public and private sectors to support the implementation of cross-grade and interdisciplinary courses. Develop professional learning communities to encourage teachers to cooperate across schools and domains. Develop curriculum meetings or parent-child meetings to build a community consensus on parent participation. Adopt learner-centered curriculum design to cultivate civic literacy and social participation. Establish a cross-domain culture and evaluation mechanism to provide reflection and feedback references. It is hoped to achieve the United Nations Sustainable Development Goal 4 to eliminate the learning gap of rural students, so that disadvantaged students and aboriginal students can receive high-quality education on an equal footing.