實驗中學地方創生課程之設計與教學研究

Abstract

本研究旨在探究高中PBL的課程設計，與學生學習遷移之間的對應關係。研究以臺北市芳和實驗中學的高二「地方創生」課程為例，關注「地方創生」理念如何透過課程實踐，提升學生學習成長與概念理解，並分析課程設計與學生學習成果之間的互動作用。課程設計採用現象為本的學習（phenomenon-based learning）作為整體教學架構，透過問題導向的探索學習（problem-based inquiry learning）作為知識的導入與練習，最後以專題式學習（project-based learning）作為學生學習的歷程與檢核。教學設計上強調學生以小組合作方式，針對地方特色及需求進行探究，並實作產出專屬於地方的創生計畫。課程主題聚焦於「地方創生」，結合聯合國永續發展目標（SDGs）核心概念，透過理解地方DNA的人文地景產，與盤點地方關係人口經營策略等多面向議題，培養學生跨領域素養以及解決實際問題之能力。 本研究採取質性研究方法，並運用三角驗證以提高研究信度。具體蒐集與分析學生及協同教師的深度訪談、學習歷程檔案，以及教師課程札記。透過多元資料互補佐證，欲深入探討學生在課程中的學習歷程與理解轉變。研究結果顯示，學生對「地方創生」概念的理解經歷顯著變化。課程初期，學生對地方創生理解較為抽象。但經由實地調查與專題製作後，學生能夠具體化該理念，並深入認識地方與社區發展相關議題，展現出由認知轉向行動的學習成長。 研究也發現，課程融入SDGs核心概念有助於學生建構永續發展素養。透過永續發展教育（ESD）的課程活動與研究探索，學生能逐步理解SDGs目標與地方議題間的連結，形成可持續發展的價值觀與行動方案。同時，透過PBL的學習模式，以團隊合作完成專題，學生的合作能力與實作技能獲得明顯提升，並培養了解決問題的能力與責任感。本研究強調中學課程能與臺灣地方創生脈絡緊密結合，凸顯學生由理解走向實踐的學習歷程。學生在跨領域的知識與能力層面獲得成長，亦建立了社會參與和公民意識，彰顯課程能對學生與社區的正向影響。本研究成果將為未來PBL課程中的現象為本學習與專題式學習，或以地方創生為主題的課程設計提供參考，並從教育研究視角突顯此種課程對青少年學習成效的重要性。

This study aims to explore the relationship between high school project-based learning & phenomenon-based learning (PBL) curriculum design and student learning transfer. Using the Grade 11 “Regional Revitalization” course at Taipei City Fanghe Experimental High School as a case study, the research focuses on how the concept of regional revitalization is put into practice through curricular implementation to promote student growth and conceptual understanding. It further analyzes the interplay between curriculum design and student learning outcomes. The course adopts phenomenon-based learning as its overarching instructional framework, incorporates problem-based inquiry learning for the introduction and application of course knowledge, and employs project-based learning to structure students' learning processes and assessment. The instructional design emphasizes student collaboration in small groups, encouraging inquiry into local characteristics and needs, and the development of original regional revitalization projects. The course centers on the theme of regional revitalization and integrates core concepts of the United Nations Sustainable Development Goals (SDGs). By understanding the “regional DNA” of cultural, geographical, and industrial aspects, and examining strategies for cultivating “related populations,” the curriculum fosters students' interdisciplinary literacy and ability to solve real-world problems. This research adopts a qualitative methodology, employing triangulation to enhance reliability. Data were collected and analyzed from in-depth interviews with students and collaborating teachers, student learning portfolios, and teacher instructional journals. Through the complementary validation of multiple data sources, the study probes deeply into the transformation of student learning processes and understanding throughout the course.The findings show that students’ understanding of the concept of regional revitalization underwent considerable transformation. Initially, students’ perceptions were abstract, but through fieldwork and project development, they could concretize the concept and gain in-depth knowledge about community development issues, demonstrating a learning progression from cognition to action. The research further found that embedding core SDG concepts into the curriculum supports students in constructing sustainability literacy. Through ESD (Education for Sustainable Development) activities and thematic investigations, students progressively comprehend the links between SDG targets and local issues, forming value systems and action plans based on sustainable development. Additionally, the PBL approach, with its emphasis on teamwork and project completion, significantly enhanced students’ cooperative abilities and practical skills, cultivating their problem-solving abilities and sense of responsibility. This study highlights the strong alignment between secondary school curriculum and the context of regional revitalization in Taiwan, underscoring the student learning journey from understanding to practice. Students demonstrated growth in interdisciplinary knowledge and skills, developed a sense of social participation and civic awareness, and evidenced the course’s positive impact on both students and communities. These findings offer a reference for future phenomenon-based or project-based PBL courses and regional revitalization-themed curriculum design, emphasizing the educational significance of such curricula for adolescent learning outcomes.