根據2016年國際公民教育與素養調查研究（ICCS 2016），台灣學生的公民知識排名世界第二，但是在「社區及志工參與」項目低於國際表現，顯示台灣學生缺乏公民參與的經驗，因此本研究的動機是設計一個讓學生使用地理媒體來參與社區空間議題的課程。本研究設計一份可以實踐空間公民素養教育的高中地理課程，採用逆向課程設計。透過學生繪製社區對抗性地圖的製圖，表達在地或弱勢者的觀點，提出具體的空間願景。學生能使用地理媒體並參與社區的空間議題，成為空間的知情者及行動者。

本研究蒐集質性與量化資料，如學習歷程檔案、對抗性地圖海報作品、空間公民素養量表、課程回饋表等，評估教學實驗能否有效提升學生的空間公民素養。本研究結果發現此課程有助提升學生的空間公民素養，尤其地理媒體的溝通及省思等面向的顯著性更為明顯。本研究提供高中地理「空間資訊科技」課程一個可操作的教學範例。

關鍵字：空間公民素養、地理媒體、對抗性地圖、逆向課程設計

According to the International Civic and Citizenship Education Study 2016 (ICCS 2006), the civic knowledge of Taiwanese students ranked second in the world, but their "engagement in the community and volunteering" was lower than the average international performance, indicating that Taiwanese students lacked experience with civic participation. Therefore, the motivation for this study was to design a course that allowed students to use geomedia to participate in spatial issues within their respective communities.

In particular, this study designed a high-school geography curriculum that can implement Spatial Citizenship Education using a “backward” curriculum design. Through the students' counter-mapping of their community, they express the views of local or disadvantaged groups and propose specific spatial visions. Students can participate in community-level spatial issues by operating geomedia, thereby becoming spatial insiders and actors.

This study collects qualitative and quantitative data, such as student portfolios, counter-mapping posters, spatial citizenship scales, curriculum feedback, etc., to evaluate whether teaching experiments can effectively improve students' spatial citizenship. The study found that this course does indeed help improve students' spatial citizenship, especially “communication with geomedia” and “reflection on the use of geomedia.” This study further provides an operational teaching sample for the high school geography course “Geospatial Information Technology.”

Key words: Spatial Citizenship, Geomedia, Counter-Mapping, Backward Design

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