請用此 Handle URI 來引用此文件：
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| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 童慶斌(Ching-Pin Tung) | |
| dc.contributor.author | Wei Hung | en |
| dc.contributor.author | 洪瑋 | zh_TW |
| dc.date.accessioned | 2021-06-17T09:07:17Z | - |
| dc.date.available | 2023-05-20 | |
| dc.date.copyright | 2021-03-04 | |
| dc.date.issued | 2021 | |
| dc.date.submitted | 2021-02-06 | |
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| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/74772 | - |
| dc.description.abstract | 永續發展為人類生活宗旨，隨著人類活動加劇氣候變遷，極端天氣與全球平均升溫導致氣候變遷風險增加，對生態、產業、政治、法律與國際關係等帶來衝擊，因此提升全民的氣候變遷素養至關重要，需要透過認知、態度、技能與行動的整合培養面對氣候變遷的挑戰。我國將氣候變遷教育設定為「臺灣永續發展核心目標」，並列入「十二年國民基本教育課程綱要」，然而氣候變遷教育仍有諸多缺口，且多著重在環境基礎知識，缺乏經濟與社會面向，以及與實務面的扣合，更忽略多元行動者在氣候變遷議題中的重要性。 氣候變遷是多層級治理的議題，尤其企業作為全球主要的經濟脈動，企業永續實務與全球永續發展密切相關，在氣候治理兼具知識的產製者、知識的過濾者與知識的執行者，了解企業如何看待氣候變遷，以及企業氣候治理與氣候變遷的互動關係是邁向永續發展的契機。本研究彙整「氣候變遷基礎知識」及「企業氣候變遷實務知識」，建構「氣候變遷素養框架」初稿，並透過專家訪談，了解我國在氣候變遷教育的發展困境、企業永續實務的推進，以及企業角色在氣候變遷與永續發展議題的定位，釐清氣候變遷人力資源的發展與需求，及教育和企業實務面的缺口。 本研究透過國內外氣候變遷教育內容分析，探討氣候變遷教育的趨勢與學習內容，以及「氣候相關財務揭露建議」(Task Force on Climate-related Financial Disclosures, TCFD)、「碳揭露專案」(Carbon Disclosure Project, CDP)與《上市上櫃公司企業社會責任實務守則》，了解企業因應氣候變遷的應對措施與精神，並透過專家審查與兩階段回饋分析，建立氣候變遷素養架構與教育指標，共分為五個主構面：（一）氣候變遷的基本定義；（二）氣候變遷帶來的風險與機會；（三）面對氣候變遷的因應策略（減緩與調適）；（四）氣候變遷治理；（五）氣候變遷的價值觀與道德思辨，總計13個次構面與39項教育指標。本研究進一步以素養框架為基礎，設計國小至高中階段性學習內涵，並發展整合實務問題之氣候變遷教育教材。 本研究之目的在於培養學生系統性與實務性的氣候變遷素養，初步建構整合性氣候變遷素養架構，並思考企業永續實務融入議題之教育設計，而未來可擴及更多元的視角，以更全面的觀點建構氣候變遷素養，邁向永續發展。 | zh_TW |
| dc.description.abstract | Sustainable development is the goal of human settlement. Human activities influence climate change, which increases various climate risks. Therefore, it is necessary to enhance climate change literacy through the integration of cognitive, affective, and psychomotor domains. Climate change education has been set as one of the Taiwan Sustainable Development Goals and embedded in the Curriculum Guidelines of 12- Year Basic Education. However, climate change education still has many gaps, and it lacks not only economic and social aspects but also the practical side. Moreover, the importance of multiple actors is seldom discussed in climate change issues. In particular, corporates serve as a crucial role in leading global economy, and corporate sustainability is closely related to global sustainable development. Thus, it is worthy to understand the interaction between corporate climate governance and climate change. This research combines climate change basic knowledge with corporate climate change practical knowledge into the 'Climate Change Literacy Framework'. Through literature reviews, expert interviews, and questionnaires, we can realize the difficulties in climate change education, the promotion of corporate sustainability practices, and the roles in these issues. This study also explores the worldwide climate change literature, as well as the Task Force on Climate-related Financial Disclosures (TCFD), Carbon Disclosure Project (CDP) and Corporate Social Responsibility Best Practice Principles for TWSE/GTSM Listed Companies to establish the 'Climate Change Literacy Framework' and 'Climate Change Educational Indicators' in five facets: definition, risks and opportunities, mitigation and adaptation, governance and values. These facets include 13 sub facets and 39 educational indicators. Base on the framework, this research design learning content from elementary to high school, and further develop educational materials. The purpose of this study is to cultivate students' systematic and practical climate change literacy, and it could be expanded to diverse and comprehensive perspectives and towards sustainable development. | en |
| dc.description.provenance | Made available in DSpace on 2021-06-17T09:07:17Z (GMT). No. of bitstreams: 1 U0001-0102202113513800.pdf: 4312794 bytes, checksum: c66933d72a24b91aff3da3d3a1712a3f (MD5) Previous issue date: 2021 | en |
| dc.description.tableofcontents | 口試委員會審定書 # 誌謝 i 中文摘要 ii ABSTRACT iii 目錄 v 圖目錄 viii 表目錄 ix 第一章、 緒論 1 1.1 研究背景與研究動機 1 1.1.1 研究背景 2 1.1.2 研究動機 2 1.2 研究目的與研究問題 4 1.2.1 研究目的 4 1.2.2 研究問題 4 1.3 研究範圍與限制 5 1.3.1 研究範圍 5 1.3.2 研究限制 5 1.4 名詞解釋 6 1.5 論文架構 7 第二章、 文獻回顧 9 2.1 氣候變遷教育的發展歷程與趨勢 9 2.1.1 國際氣候變遷教育興起背景 9 2.1.2 氣候變遷教育的定義與特性 12 2.1.3 氣候變遷素養相關研究 15 2.2 氣候變遷教育的發展現況 19 2.2.1 國內氣候變遷教育的發展現況與問題 19 2.2.2 國際氣候變遷教育發展現況 28 2.2.3 氣候變遷基礎學習內容架構 36 2.3 氣候變遷人力資源需求 37 2.3.1 氣候變遷對企業永續的挑戰 37 2.3.2 企業永續實務與全球永續發展 39 2.3.3 企業永續性資訊揭露與氣候變遷 42 第三章、 研究方法 45 3.1 研究架構 45 3.2 研究流程 46 3.3 研究工具 47 3.3.1 氣候變遷基礎知識 47 3.3.2 企業氣候變遷實務知識 50 3.3.3 氣候調適演算法 52 3.4 專家學者訪談 56 3.4.1 訪談對象 56 3.4.2 深度訪談問題之擬定 57 3.5 專家問卷設計與分析 58 3.5.1 專家問卷成員 58 3.5.2 專家問卷架構 59 3.5.3 氣候變遷素養框架表初稿 60 3.5.4 問卷分析與處理方法 62 第四章、 結果分析與討論 63 4.1 從人力資源角度看氣候變遷教育 63 4.1.1 我國氣候變遷教育發展現況與展望 63 4.1.2 企業永續實務與氣候變遷人力資源 65 4.2 氣候變遷教育指標回饋 72 4.2.1 第一階段指標分析 72 4.2.2 第二階段指標分析 78 4.2.3 專家意見與指標修正 85 4.3 綜合討論 88 第五章、 教育指標建構與輔助案例 91 5.1 教育指標建構 91 5.2 輔助教學案例 106 第六章、 結論與建議 119 6.1 結論 119 6.2 建議 121 參考文獻 122 附錄一 專家訪談摘要彙整 131 | |
| dc.language.iso | zh-TW | |
| dc.title | 從永續發展思維建構高中以下學生氣候變遷素養：以整合企業永續實務為例 | zh_TW |
| dc.title | Climate Change Literacy for 12-Year Basic Education from Perspective of Sustainable Development: A Study on Practice in Corporate Sustainability | en |
| dc.type | Thesis | |
| dc.date.schoolyear | 109-1 | |
| dc.description.degree | 碩士 | |
| dc.contributor.oralexamcommittee | 葉欣誠(Shin-Cheng Yeh),李明旭(Ming-Hsu Li) | |
| dc.subject.keyword | 永續發展,氣候變遷素養,氣候風險,氣候變遷調適,企業永續實務, | zh_TW |
| dc.subject.keyword | Sustainable development,Climate change literacy,Climate risk,Climate change adaptation,Practice in corporate sustainability, | en |
| dc.relation.page | 140 | |
| dc.identifier.doi | 10.6342/NTU202100322 | |
| dc.rights.note | 有償授權 | |
| dc.date.accepted | 2021-02-08 | |
| dc.contributor.author-college | 理學院 | zh_TW |
| dc.contributor.author-dept | 氣候變遷與永續發展國際學位學程 | zh_TW |
| 顯示於系所單位： | 氣候變遷與永續發展國際學位學程(含碩士班、博士班) | |
文件中的檔案：
| 檔案 | 大小 | 格式 | |
|---|---|---|---|
| U0001-0102202113513800.pdf 目前未授權公開取用 | 4.21 MB | Adobe PDF |
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