素養導向之教育浪潮襲來，為了提升教師教學品質與跨域共授教學實踐能力，教育部教學實踐計畫主張透過課程設計、教材教法、科技媒體等方式，鼓勵不同專業領域的教師群加入專業教師社群、工作坊，共同協力研發PBL問題導向課程計畫，並運用公民行動方案、地理實察、公民咖啡館等問題導向創新教學模式，共同協力研發高教跨域共授課程。
本研究採取質性訪談研究，目標探討台灣師範大學公民環境素養課程之教學實踐模式，欲了解「公民環境素養」課程採行跨域共授的原因與發展脈絡為何?探討「公民環境素養」課程實施跨域共授教學所採行的教學模式所面臨的挑戰為何?分析「公民環境素養」課程採行跨域共授教學時，面臨困境與挑戰的因應策略為何?以質性訪談法及文獻分析法之方式，得出研究結果如下:

一、課程逐年變革之歷程:台師大教授群從教師專業社群之課程研究，進而發展出師大首次採取跨域共授模式之通識課程，課程特色為教授透過輪流跑班授課的模式，給予學生們多面向的議題觀點思維，進而運用問題導向創新教學方式，提升學生對於生活情境式議題深度探究，發揮自主學習之成效，促成有效之翻轉教學。

二、分析跨域共授課程設計的困境:(一) 地理實察課程的時程限制與困境(二)教授課程準備時間心力超乎預期。分析跨域共授教學實踐的挑戰:(一)地理實察課程應變能力考驗(二)教學助理人力嚴重不足。

三、採取課程設計的因應策略:(一)教學滾動式修正地理實察課程(二)調整課程運作模式(三)建構課程學習內容與學習表現(四)深化學生參與課程評量。採取教學實踐的因應策略:(一)教學助理的行政與教學協助 (二)跨領域課程主題多元化 (三)結合服務學習課程。

The wave of literacy-oriented education spread through the teaching profession. To improve teaching quality and interdisciplinary teaching ability, the Ministry of Education began to promote the“Teaching Practice Program”. By means of curriculum design, teaching materials, technology and media, etc.,teachers in different professions are encouraged to join professional communities and workshops, and cooperate in developing Problem-based learning curriculum. Moreover,teachers utilize innovative PBL teaching like Project Citizen, field work, and world café ,etc., to develop cross-domain co-teaching curriculum in higher education.
This research adopts a naturalistic paradigm for further studying the mode of teaching practice in the civic environmental literacy curriculum of National Taiwan Normal University (NTNU).
In this research, you can understand the development for adopting cross-domain co-teaching in the "Citizen Environmental Literacy" curriculum and the reason why it was used. And then explore the challenges that teachers may face in this situation. Finally, formulate the strategies to those difficulties and challenges by the above analysis for teachers.
By using qualitative interview method and literature analysis method, the research results are as follows:
1. Gradual reform process of curriculum: Professors of NTNU developed the first general education curriculum adopting a cross-domain co-teaching model from the curriculum study in the teachers’ professional community. The feature is to conduct lessons rotationally between classes to bring students a multidimensional view on different issues. And then use problem-oriented innovative teaching methods to promote students' in-depth exploration of life-situation-based issues, enhancing effectiveness of self-directed learning, and facilitating fruitful flipped teaching.

2. Challenges of Interdisciplinary teaching: (1) The short of time and dilemma of field work curriculum. (2) The investment and pressure of curriculum preparation exceeds expectations. (3) Conducting field work curriculum requires great adaptability.(4) Insufficient manpower for teaching assistants.

3. Adopt the coping strategies of curriculum design: (1) Teaching rolling revision geography practice course (2) Adjusting the course operation mode (3) Constructing the course learning content and learning performance (4) Deepening student participation in course evaluation
Adopt the coping strategies of teaching practice: (1) Administration and teaching assistance of teaching assistants (2) Diversification of cross-disciplinary course topics (3) Integration of service learning courses.

一、中文文獻資料:
牛涵釗 (2008) 。以品質機能展開探討技術型高中跨領域課程發展指標之研究。 (未發表之博士論文)。國立臺灣師範大學，台北市。
吳千卉 (2011) 。以電子化學習歷程檔案應用於跨領域合作學習之研究(未發表之碩士論文)。國立台北教育大學，台北市。
麥綉婉 (2020) 。科學博物館與學校課程的協作:一所偏鄉國小多元文化教育融入自然科學之教學實踐(未發表之博士論文)。國立高雄師範大學，高雄市。
曾姿瑋 (2020) 。教師實施跨領域教學之研究:以國立台灣海洋大學為例(未發表之碩士論文)。國立臺灣海洋大學，基隆市。頁10-20。
黃光雄、楊龍立(2019)。課程發展與設計:理念與實作。台北市:師大書苑。
黃光雄、蔡清田(2015)。課程設計與發展新論。五南出版社。
張新仁等(2019)。再論教學實踐研究論文之撰寫重點。教學實踐與創新第 2 卷第 1 期，頁 1-16。
溫嘉榮等(2010)。 以PBL問題導向高層次思考之行動學習模式探討。工業科技教育學刊(3)。
賴秀萍(2020)。校定課程轉化為班級教學實踐之行動研究-以高雄市太陽國小為例。國立屏東大學，屏東縣。頁1-9。
蔣佩珍(2018)。實施全球議題單元教學之行動研究-以新北市一所國中為例(未發表之碩士論文)。國立台灣師範大學，台北市。頁6-13。
趙嘉毓(2018)。模擬聯合國課程方案對全球公民素養效應之研究-以新北市一所高中為例(未發表之碩士論文)。國立台灣師範大學，台北市。頁4-8。
劉秀嫚(2012)。民主公民教育的教學實踐:公民行動方案的可能性。台灣教育學刊，頁18-24。
簡麗瑜（2018）。護理系學生的生物統計翻轉教學成效：學習深度的改變。教學實踐與創新，1（1），119-153。
陳信宏 (2020)。非教育領域新進學者採創新教學實踐研究之困境與挑戰。東海教育評論，2020，第14期，頁71-78。
余美玲 (2018)。國立臺灣大學開設跨領域共授課程實施要點。國立臺灣大學教務處網站，2018，頁1-2。

二、英文文獻資料:
Brown, A. L. (1992) . Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178. doi:10.1207/s15327809jls0202_2.
Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of innovative learning environment: On procedures, principles, and systems. In L.Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education (pp. 299-325).
Bernstein, J. L. (2018) . Unifying SoTL methodology: Internal and external validity. Teaching & Learning Inquiry, 6(2), 115-126. doi:10.20343/teachlearninqu.6.29.
Felten, P. (2013) .Principles of good practice in SoTL. Teaching & Learning Inquiry:The ISSOTL Journal, 1(1), 121-125. doi:10.2979/teachlearninqu.1.1.121.
Fanghanel, J. (2013). Going public with pedagogical inquiries: SoTL as a methodology for faculty professional development. Teaching & Learning Inquiry, 1(1), 59-70. doi:10.2979/teachlearninqu.1.1.59.
Mettetal, G. (2012)。 The what, why and how of classroom action research. Journal of the Scholarship of Teaching and Learning, 2(1), 6-13. Retrieved fromhttps://scholarworks.iu.edu/journals/index.php/josotl/article/view/1589.