勞作教育自創校以來已經走過70年頭，在70年間勞作教育制度歷經多次調整，然隨著SDGs指標（Sustainable Development Goals）在全球推動過程中，基本勞作教育在運作的第67年頭進行了一項全面性的變動，在原有的勞作教育精神中結合SDGs指標，將基本勞作教育課程分為五大領域，各自對應17項SDGs指標。五大領域共安排18小時的課程時數，領域皆設有最低課程時數，並安排有彈性2小時的課程時數空間，讓學生可以依照個人興趣去規劃這2小時要在哪個領域進行課程實踐。且課程進行方式不限於實體課程，亦有數位課程讓學習更彈性。另透過量化學生參與勞作現場之校園減碳行動成果，轉化為個人永續貢獻度，具體展現永續實踐成效。

本課程以聯合國永續發展目標（SDGs）及PDCA（Plan-Do-Check-Act）持續改善循環為教學核心架構，透過環境永續實作、數位學習及團隊合作，引導學生將永續理念轉化為實際行動。本學期課程聚焦於PDCA循環中的「Plan（規劃）」與「Do（執行）」階段，培養學生發現問題、分析問題、規劃行動及實際執行之能力，為後續檢核（Check）與改善（Act）奠定基礎。

課程設計：
1. 勞作教育課程以聯合國永續發展目標為核心分為五大領域，帶領學生從環境、社會、生活、文化與生態面向建構多元品格、永續素養及實踐能力。
2. 課程導入PDCA循環管理概念，以「規劃（Plan）」及「執行（Do）」為本學期主要學習內容，透過環境觀察、問題分析、目標設定及行動方案設計，引導學生培養系統思考與問題解決能力。
3. 課程設計強調學生自主、彈性與寓教於樂，有別於過往由學校排定勞作地點與時段之方式，新制度讓學生自主選擇課程時間與地點，並透過實作歷程培養發現問題及解決問題之能力。
4. 課程以環境永續實踐為主軸，結合校園環境維護、減碳行動及永續議題探究，讓學生透過親身參與深化對永續發展之認識與責任感。
5. 持續發展數位課程與情境式學習模式，突破時間與空間限制，透過線上學習資源、案例分析及自主學習活動，提升學生數位素養與自主學習能力。
6. 透過團隊合作與成果分享活動，培養學生溝通協調、跨域合作及反思學習能力，逐步建立永續實踐所需之核心素養與行動力。

It has been 70 years since the school was founded. The work education system has gone through many adjustments during the past 70 years. However, with the global promotion of SDGs indicators (Sustainable Development Goals), basic work education has undergone a comprehensive change in its 67th year of operation. The original work education spirit has been combined with the SDGs indicators, and the basic work education courses have been divided into five major areas, each corresponding to 17 SDGs indicators. A total of 18 hours of course hours are arranged for the five major areas. Each area has a minimum course hour, and a flexible 2-hour course hour space is arranged, so that students can plan in which field they will practice the course in these 2 hours according to their personal interests. And the way the courses are conducted is not limited to physical courses, there are also digital courses to make learning more flexible. In addition, by quantifying the results of campus carbon reduction actions that students participate in on-site work, they are converted into personal sustainable contributions to concretely demonstrate the effectiveness of sustainable practices.

This course uses the United Nations Sustainable Development Goals (SDGs) and the PDCA (Plan-Do-Check-Act) continuous improvement cycle as the core teaching structure. Through environmental sustainability implementation, digital learning and teamwork, it guides students to transform sustainability concepts into practical actions. This semester's course focuses on the "Plan" and "Do" stages of the PDCA cycle, cultivating students' abilities to identify problems, analyze problems, plan actions and implement them, laying the foundation for subsequent checks and improvements.

Course design:
1. The work education curriculum is divided into five major areas with the United Nations Sustainable Development Goals as the core, leading students to build diverse characters, sustainable literacy and practical abilities from the aspects of environment, society, life, culture and ecology.
2. The course introduces the concept of PDCA cycle management, with "Plan" and "Execution (Do)" as the main learning contents of this semester. Through environmental observation, problem analysis, goal setting and action plan design, students are guided to develop systematic thinking and problem-solving abilities.
3. The curriculum design emphasizes student autonomy, flexibility, and entertainment. Different from the past method of scheduling work locations and time periods by schools, the new system allows students to independently choose course time and location, and cultivate the ability to discover and solve problems through practical experiences.
4. The course focuses on environmental sustainability practice and combines campus environmental maintenance, carbon reduction actions and exploration of sustainability issues, allowing students to deepen their understanding and sense of responsibility for sustainable development through personal participation.
5. Continue to develop digital courses and situational learning models, break through time and space constraints, and improve students' digital literacy and independent learning abilities through online learning resources, case studies and independent learning activities.
6. Through teamwork and achievement sharing activities, students’ communication and coordination, cross-domain cooperation and reflective learning abilities are cultivated, and the core competencies and mobility required for sustainable practice are gradually established.

課程其他資料，線上課程及影片請見勞作教育處網站

For other course information, online courses and videos, please visit the Labor Education Office website