本研究目的旨在以反思日誌寫作教學應用在海洋環境教育通識課程，探討學生 在學習歷程中反思能力的改變。研究對象為大學三年級84 位學生，採個案研究法來 蒐集與分析質性資料，包括反思日誌寫作作業、教學錄影紀錄、教學日誌等。研究 結果顯示：以反思日誌寫作教學可深化學生具體經驗描述、問題分析和推理、改善 問題的行動能力。歸納結論如下：（1）海岸淨灘主要目的為促進「消費者自發性源 頭減量塑膠垃圾」。（2）走讀漁港是要學習「消費者的自我覺醒、落實永續海鮮指 南、支援休閒漁業」來維護海洋生態資源永續利用。（3）「優秀的餐飲業案例」作 為鷹架學習，有助於學生實踐永續海鮮消費行動。（4）陪伴學生經歷「由淺入深、 由知到行」思維層次。（5）增加「學生與在地海港的連結」的學習機會。（6）鼓 勵學生面對海洋議題的「兩難困境」並視為問題解決的契機，提出更有創造力與永 續的行動方案。最後，根據研究結論，提出相關建議，提供大學教師以及未來研究 之參考。

This research aims to explore a reflective journal writing-learning-based curriculum of sustainable seafood issues has contributed to the changes of reflective ability in the learning process for college students in a marine environmental education general course. This study population was 84 students, it adopts case study to collect reflective journal writing lesson, teaching video record, teaching log and course feedback questionnaire were used to evaluate the students’ learning process. In terms of research results, the use of reflective journal writing can deepen students' specific experience description, problem analysis and reasoning, and ability to improve problems. Furthermore, we summarize main findings. (1)The main education objective of the clean coastal beaches is to “consumers implement the reduction of plastic waste voluntarily.” (2)The visit to the fishing port is to learn that "consumers self-awakening, implement sustainable seafood guide, and support recreational fisheries" to maintain the sustainable use of marine resources. (3) "Excellent catering industry case" as a scaffolding helps students practice sustainable seafood consumption. (4)Accompany with students to experience the thinking process of “from shallow to deep, from knowledge to action”. (5)Increase learn opportunity of "connecting with the local harbor" for students. (6)Encourage students to face the "dilemma problem" in marine issues and propose a more creative and sustainable action plan. Based on these findings, further implications about teaching in future studies are suggested.