黃朝恩黃雅萍2019-08-292005-06-302019-08-292005http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G00T1231012%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/94033本研究首先旨在探討國中社會領域課程中永續發展教育之現況，及對其需求做調查，以利未來之發展。接著進一步分析國中社會領域課程中的永續發展概念及環境教材內涵，調查國中學生對永續發展的認知、態度與行為以及國中教師對永續發展教育實施現況的認知；同時更以多元智慧理論為基礎，編製永續發展教學模組，將其融入社會領域教學之中，再透過準實驗研究，來探究教學成效。研究結果顯示：社會領域現行各版本教科書所含之永續發展概念以地理及公民較多，而有關環境面向的環境、資源、生態、人口及社會面向的城鄉、文化發展有頗多論述，但經濟面向的生產取向、綠色消費以及社會面向的社會參與、民主政治、法律問題則著墨不多；問卷調查得知國中學生對永續發展的認知，大致已達到一定的程度，但態度及行為表現上，有些學生則呈現不足的狀況。依交叉比對分析得知，與學生參與環保課程或活動的頻率、父母是否要求、年級及性別等，有顯著之差異。另一方面，國中老師覺得目前社會學習領域課程和教材中包含的永續發展內容比重不算多，且老師自認對於永續發展教育的策略和方法，知道的也不夠多。因此，如果有機會修習有關永續發展教育的課程，大多表示會參加。在準實驗研究當中，學生運用多元智慧學習的實驗組與對照組有顯著差異，實驗組對永續發展之認知、態度及行為均優於對照組，且學生對教師以多元智慧理論為基礎所進行的教學或評量，感受均優於傳統講述教學方式。There are three purposes in the first part of this study. First, it intends to understand the current situation and future prospect of sustainable development education in the Social Studies Domain of junior high school. Second, it wants to analyze the concepts of sustainable development and the environmental teaching materials implemented in the Social Studies Domain. Third, it aims at investigating junior high school students’ cognition , attitude and behavior toward sustainable development and teachers’ opinion about sustainable development education. With these in mind, it is expected to develop sustainable development learning models which are based on the theory of multiple intelligences integrated into teaching. At the same time, it wants to find out optimal models through quasi – experiment procedures. The conclusions are summarized as follows: 1) According to the current textbooks, there are more concepts about sustainable development in Geography and Civics, and more discussions about environmental system including of pollution、natural resource、eco – system and population. On the other hand, social system about urban – rural and cultural development are also presented. However, economic system about orientation of production、environmentally friendly consuming and social system about social involvement、democracy and legislation are almost neglected. 2) The survey shows that the students’ cognition about sustainable development has been above the average level, but fail to have better attitude and behavior. A comparison claims that there are a great deal of differences according to the frequencies of attending the environmental classes or activities , the parents’ requests , school grade and sex among junior high school students. 3) Another survey shows that most teachers believe that there are not enough contents about sustainable development in social studies, and they don’t think they are well educated to handle the strategies and means about sustainable development education. Therefore, most teachers say that they are willing to take part in the curriculum about sustainable development education if possible. 4) From the quasi – experiment, it is obvious that the students who had implemented multiple intelligences to their learning get a lot of improvement than those who hadn’t, especially their cognition , attitude and behavior toward sustainable development. Last but not least, the students claim that teaching and evaluation based on the theory of multiple intelligences are more welcomed than those which implemented traditional just focused on delivered oral speech method. Keywords: sustainable development education, the theory of multiple intelligences, Nine-Year-In-One-Strand curriculum, Social Studies Domain, content analysis, quasi – experiment research, action research永續發展教育多元智慧理論九年一貫課程社會學習領域內容分析準實驗研究行動研究sustainable development educationthe theory of multiple intelligencesNine-Year-In-One-Strand curriculumSocial Studies Domaincontent analysisquasi – experiment researchaction research