本研究運用活動導向學習法進行全球環境與永續發展議題的教學範例，可協助一般教師瞭解發展全球教育課程的精神，據以自行發展相關的教學活動，或作為未來研究之參考。 The purpose of this action research is to design and implement the global environment and sustainable development issues by using activity-based learning. The researcher took Penghu island local sight to compare with the global perspective regarding the issues of global marine debris in the curriculum, and then implemented and assessed the performances of students’ learning.
The researcher conducted eight classes on global environment and sustainable development issues for grade 1-3 of Jianh-Jun elementary school.
The objectives and core concepts of this instructional project were derived from the educational goals proposed by U.S. Global Education Forum, North American Association for Environment Education, Taiwan White Paper on International Education, and Grade 1-9 competence indicators of environmental education.
The research applied assessment for learning method to understand student’s learning process and results by collecting data from students’ learning sheets, teaching journal and observations, and interviews. The findings were summarized as follows:
Ⅰ.The global environment and sustainable development issues were the trend of current development. It is necessary to teach children the topic of global perspective as early as possible.
Ⅱ.In the global environment and sustainable development issues, the local views and global perspectives should be presented simultaneously.
Ⅲ.The activity-based learning method is suitable for teaching global education. However, teachers must use it skillfully to avoid preaching to students.
Ⅳ.Assessment for learning approach emphasizes on the loop process: teacher’s feedback, then student’s correction and performance. When using the assessment, it is important to have time and opportunities for students to revise their performance.
Ⅴ.In addition to school, global environment and sustainable development issues should be emphasized in student’s family and the society as well in order to deepen students'' learning.
Ⅵ.Through the process of the action research, the teacher as the researcher and the students all experienced the positive growth.
In this research, the curriculum design of the global environment and sustainable development issues and the instructional strategy of activity-based learning can provide the benchmark for other teachers to develop their own teaching or research for global education.
