建構SDGs 融入師資培育中心教育學程課程與教學的思維

Constructing the Thinking of Integrating SDGs Into the Education Curriculum and Teaching of the Teacher Education Center

經濟快速發展對環境帶來的負面影響，例如河川與海洋汙染、氣候變遷與生態危機、廢氣排放與全球暖化、人類健康與保健威脅、糧食不足與飢餓恐慌、教育差距與國家不平等、婦女弱勢與性別不平等，已成為人類無法抗拒的生存挑戰，對此，有志之士認為世界各國必須共同提出解決辦法，讓人類居住的地球、讓我們的家園能夠永續，因而乃有2015年聯合國（United Nation, UN）之「永續發展目標」（Sustainable Development Goals, SDGs）。當全球凝聚永續發展的高度共識，聯合國提出SDGs時，不禁讓我們重新思考教育可以在此重大世界共同議題上做些什麼？鑑於基本教育是一切教育的基礎，學生未來在此接受孕育，最後一哩銜接高等教育後，未來投入職場，無論是在世界哪個角落，或國家、社會哪個位置，都將面對永續發展的問題與投入。準此，本文擬就建構SDGs融入師資培育中心教育學程課程與教學的思維，提出理論與實務兼具的思維觀點，包括：一、師培中心須透過學校內、外資源，補強教師對SDGs的歷史背景、緣由與重要性思維之了解。二、師培中心須透過學校內、外資源賦能教師對SDGs的情意與技能思維。三、師培中心須透過行動對SDGs的實踐以深化教師對SDGs理解思維。四、SDGs的17項核心目標與108課綱及19項議題的相容性思維。五、想像力教育與未來教育的思維。六、「重理解的課程設計」思維。最後，提出結語。

Under the economic rapid development, the negative impact on the environment, such as river and ocean pollution, climate change and ecological crisis; waste gas emissions and global warming; threats to human health and health threat; food shortage and starvation scare; education gap and national inequality, women’s disadvantage and gender inequality have become irresistible challenges for human beings to survive. This has been highly recognized by the world. People with lofty ideals believe that all countries in the world must jointly propose solutions. Therefore there is the UN for earth for human habitation To make our home sustainable, the 2015 UN “SDGs”. Although education cannot solve all problems, education is the essence of problem solving. Education is not only national power, but also world power and global power. When the world gathers a high degree of consensus on sustainable development and the UN proposes SDGs, Can’t help but make us rethink what education can do on this major world common issue? Given that basic education is the foundation of all education,The future of students is conceived here. After the last mile of bridging higher education, they will enter the workplace in the future. No matter where they are in the world, or where they are in the country or society, they will face the challenge of sustainable development. Questions and inputs. The teacher training center of the teacher training university is responsible for the education process of Junior high school, primary elementary school in my country, and trains future teachers of Junior high school, elementary schools opinion. Accordingly, this article intends to put forward a theoretical and practical thinking perspective on the construction of SDGs into the teacher training center’s educational curriculum and teaching, including: 1. The teacher training center must use internal and external resources of the school to strengthen teachers’ understanding of the historical background, reasons and important thinking of the “2030 SDGs” of the United Nations. 2. Teaching of the teacher education center must use internal and external resources within and outside the school to empower teachers’ affection and skill thinking towards the SDGs. 3. Teaching of the teacher education center must deepen teachers’ understanding and thinking of SDGs through the practice of SDGs. 4. Compatible thinking of 17 core goals of SDGs, 108 syllabus and 19 issues. 5. Imagination education and the thinking of future education thinking. 6. Thinking of “Understanding by Design, UbD”. Finally, epilogue is presented.