本研究旨在探討如何將聯合國永續發展目標融入美國華裔國小學習者的華語教學課程設計，結合哈佛大學零點計畫中的賞識思維思考路徑，以培養學習者的思考稟性，並提升其語言表達能力、全球素養與創造性思考能力。此外，研究透過課堂觀察，探索不同語言程度學習者在課堂參與度和學習興趣上的差異，以及藝術作品的選擇對學生課堂參與與課程內容理解的影響。
研究結果顯示，在華語課堂中運用賞識思維的思考路徑培養學習者的思考稟性，不僅能激發其創造性思考，還能協助學習者逐漸發展出靈活的思考方式與多元的問題解決能力，這將有助於協助其面對未來的各種挑戰。將永續發展目標議題融入華語課程，能促進學習者建立全球素養，並引導其以中文表達對環境與社會議題的見解，藉此提升華語文能力。適當地將藝術作品融入華語教學，不僅能以古鑑今、反思過去並展望未來，還能提升學生的學習興趣。整體而言，學習者與家長對此教學設計表達滿意，普遍認為其創新有趣。據此，期望本研究能為未來華語文教學結合全球素養與創造性思考課程的設計提供了重要實務參考。

This study explores how the United Nations' Sustainable Development Goals can be integrated into Chinese curriculum design for American Chinese heritage children, using Project Zero’s artful thinking routines to cultivate learners' thinking dispositions. It aims to enhance students’ language proficiency, global competence, and creative thinking skills. Classroom observations examine differences in participation among learners of varying language levels and the impact of art piece selection on involvement and understanding.
Findings show that artful thinking routines stimulate creative thinking, foster flexible thinking, and develop problem-solving skills, preparing learners for future challenges. Integrating Sustainable Development Goals promotes global competence, encouraging learners to express insights on environmental and social issues in Chinese, thereby enhancing language proficiency. Incorporating art allows learners to reflect on the past and envision the future, and it boosts their interest in learning. Both learners and parents found this innovative curriculum engaging and thought-provoking. This study provides practical references for integrating global competence and creative thinking into Chinese language teaching.

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