洪嘉馡Hong, Jia-Fei林毅家LIN, Yi-Jia2024-12-172024-04-182024https://etds.lib.ntnu.edu.tw/thesis/detail/cbd986459dd121eb9fbbf36cc8baf267/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/122229自2016年，全球對永續發展目標（Sustainable development Goals, SDGs）的重視逐漸提高。近年來，臺灣教育界積極將其納入政策，強調將全球議題融入教學以培養學習者的綜合素養，而繪本為能夠激發讀者想像力及好奇心之刊物，若作為討論SDGs討論之媒介，即能產生不同效果。然而，將繪本作為華語主要課程教材的潛力鮮少探討，同時將SDGs融入華語教學更是缺乏。因此，探索以SDGs為主題的華語教學為本研究重要之議題。本研究透過探討過去研究者對繪本融入華語教學的分析，統整了繪本教學的研究方法和教學步驟。接著，透過問卷調查和訪談調查，了解華語教師對於「繪本教學」、「華語教學」、「SDGs」的觀點和想法，以及教師在選擇主題和設計教學時的考量因素，提供本研究個案研究的教學設計參考。最後，本研究實際參與以SDGs繪本為主題之華語教學課堂，以課堂錄影、課程紀錄表、學習者反思自評表作為研究工具，觀察並分析學習者對於SDGs的觀點是否在經歷課堂教學後有所改變。透過文獻整理及實際研究結果顯示：第一，研究發現SDGs結合華語繪本的教學透過所統整之六項教學步驟，能夠啟發學習者的思考與行動，並提升語言學習動機，透過多元的教學方法來強調全球視野的優點；第二，教師在選擇繪本時需考量學習者語言程度、SDGs的關聯性、學習者興趣和繪本適用性，同時在訪談中也提及市面上缺乏適用的繪本作為教材；第三，實際教學後，本研究發現學習者能夠意識到SDGs的重要性，並理解教育在其中的關鍵作用，以了解個人生活與社會影響的關聯以及個人在全球議題中的角色，進而培養全球公民意識。最後，本研究提出實際教學應用後的啟發，並提供未來之參考方向，期盼透過「繪本教學」、「華語教學」、「SDGs」的結合，在語言學習的同時促進全球視野與社會責任感的培養。Since 2016, global attention to the Sustainable Development Goals (SDGs) has gradually increased. In recent years, Taiwan's education sector has actively incorporated them into policies and practices, emphasizing the integration of global issues into teaching to cultivate learners' comprehensive abilities. Picture books, known for stimulating readers' imagination and curiosity, can yield different effects if used as a medium for discussing SDGs. However, the potential of using picture books as the main teaching material for Chinese courses has been rarely explored, and there is also a lack of discussion on integrating SDGs into Chinese teaching. Therefore, exploring Chinese teaching with SDGs as the theme is an important topic of this study.This study first analyzed past research on integrating picture books into Chinese teaching to consolidate research methods and teaching steps. Subsequently, through questionnaire surveys and interviews, the perspectives and thoughts of Chinese teachers on"picture book teaching," " Chinese teaching," and "SDGs" were understood, along with the factors teachers consider when choosing topics and designing teaching methods, providing reference for the instructional design of this case research. Finally, the researchers actively participated in Chinese teaching classes with SDGs-themed picture books. Classroom recordings, course records, and learner self-reflection evaluation forms were used as research tools to observe and analyze whether learners' perspectives on SDGs changed after experiencing classroom teaching.Through literature review and actual research findings, it is evident that: firstly, the study found that SDGs combined with Chinese picture book teaching through six teaching steps can inspire learners' thinking and action, enhance language learning motivation, and emphasize the advantages of a global perspective through diverse teaching methods; secondly, when selecting picture books, teachers need to consider the language proficiency of the learners, the relevance of SDGs themes, learners' interests, and the suitability of the picture books. Additionally, it was mentioned during interviews that there is a lack of suitable picture books available in the market for instructional use.; thirdly, after actual teaching, the researchers found that learners became aware of the importance of SDGs, understood the critical role of education, realized the connection between personal life and social impact, and their role in global issues, thereby cultivating global citizenship awareness. In light of this, the present study puts forward inspirations drawn from practical teaching applications and offers directions for future reference. It is hoped that through the integration of"picture book teaching," " Chinese teaching," and "SDGs," learners' global perspectives and sense of social responsibility can be cultivated while they engage in language learning.永續發展目標（SDGs）繪本教學華語教學個案研究Sustainable Development Goals (SDGs)Picture book teachingChinese teachingCase study學術論文