永續繪本之實踐：從選書指引到教學設計

Abstract

本研究聚焦於永續發展教育（Education for Sustainable Development, ESD）在幼兒教育（Early Childhood Education, ECE）領域中的實踐挑戰，特別是當前永續繪本在選書標準不足、三大支柱涵蓋失衡與教學轉化困難等問題。研究採用著作彙編學位論文（Thesis by Publication, TBP）形式，整合三項互補研究，從系統性建構選書指引、內容分析到永續本教學模組設計。研究一透過焦點團體與兩輪德菲法問卷，建構涵蓋「概念內容、表現形式與實質影響力」三構面、共8項主指引與21項次指引之永續繪本選書指引系統，回應繪本選書標準化與SDGs多面向內容需求。研究二以研究一的指引作為分系類目，以內容分析法檢視1942至2022年間100本中英文永續繪本，發現主題雖多元但偏重環境面向，社會與經濟議題再現比例明顯不足，顯示當前繪本資源尚未完整體現SDGs三支柱整合特性。研究三結合前述成果，採概念驅動設計導向研究（Concept-driven DBR）發展17套對應SDG 1至SDG17之永續繪本教學模組，內容涵蓋學習目標、探究任務、社會行動與評量策略，並融入生態批評、多元文化教育、行動導向與探究式學習等教學理論及發展心理學。本研究雖尚未進行實地教學介入，然其設計邏輯、評析依據與模組原型均具可重製性與擴充性，已可作為未來教學實施與實證研究之理論與工具基礎。研究貢獻包括：1. 建構具教育導向與操作性的繪本選書指引系統；2. 深化永續文本分析架構，揭示主題偏誤與價值潛能；3. 建立ESD核心素養導向之模組設計樣態。未來建議可結合課程實作、跨文化樣本與數位敘事等趨勢，驗證並優化本研究成果，以推動永續繪本之教育轉化與全球應用。This study addresses the practical challenges of implementing Education for Sustainable Development (ESD) in Early Childhood Education (ECE), particularly the lack of standardized criteria for selecting sustainability-oriented picture books, the imbalance among the three ESD pillars—environmental, socio-cultural, and economic—and the difficulty of translating such materials into effective teaching practices. Adopting a Thesis by Publication (TBP) format, the research integrates three complementary studies to systematically construct, analyze, and transform sustainable picture books into classroom-ready resources. Study 1 employed focus group interviews and a two-round modified Delphi method to develop a sustainable development-oriented picture book selection guide system. The system comprises three major aspects—Conceptual Content, Form of Expression, and Substantial Impact—encompassing 8 main guidelines and 21 sub-guidelines, thereby addressing the need for standardized selection aligned with multiple Sustainable Development Goals (SDGs). Study 2 applied this guide system as the analytical framework to examine 100 Chinese and English sustainability-oriented picture books published between 1942 and 2022. The findings indicated that while thematic diversity exists, content remains predominantly environment-focused, with social and economic issues significantly underrepresented, revealing a lack of integrated representation of all three SDG pillars. Informed by these findings, Study 3 adopted a concept-driven Design-Based Research (DBR) approach to develop 17 teaching module prototypes aligned with SDG 1 through SDG 17. Each module integrates learning objectives, inquiry tasks, social action components, and assessment strategies, grounded in theoretical frameworks including ecocriticism, multicultural education, action-oriented learning, inquiry-based learning, and developmental psychology. Although no classroom implementation or empirical evaluation was conducted, the design logic, evaluative criteria, and module prototypes demonstrate high reproducibility and scalability, providing a theoretical and practical foundation for future teaching applications and empirical research. The study’s contributions include: (1) establishing an educationally oriented, operational picture book selection guide system; (2) enhancing sustainability text analysis frameworks to identify thematic biases and latent educational potential; and (3) constructing an ESD core-competency-aligned teaching module model. Future research is encouraged to incorporate practical implementation, cross-cultural sampling, and digital storytelling to further validate and expand the global educational impact of sustainability-oriented picture books.