結合NGO資源實施全球教育之行動研究

陳詩婕

指導教授 ： 劉秀嫚

國立臺灣師範大學/教育學院/公民教育與活動領導學系在職進修碩士班/碩士(2011年)

摘要

本研究旨在探討結合NGO資源實施全球教育之成效，並根據研究結果提出具體建議，以供日後實施全球教育和未來相關研究之參考。
本研究採不等組前後測準實驗設計，以台北市私立全球中學（化名）八年級學生88人為研究對象，其中實驗組大愛班學生於九十七學年度暑期輔導期間每日放學後留校一小時進行「世界公民逗陣行」課程I。並利用九十七學年度第二學期的班會與九十八學年度第一學期初導師時間進行「世界公民逗陣行」課程II。控制組大忠班44人於九十七學年度暑期輔導期間依該班導師規定於放學後留校一小時練習英語話劇，九十七年度第二學期的班會以及九十八學年度第一學期初導師時間則依該班導師之規定進行班級活動（討論學校規定有關品德教育之德目、清潔打掃等）。
本研究使用的工具為研究者參考國內頗具信、效度的相關量表所修訂的「國中生全球觀問卷」，並輔以「學生省思札記」、「課程學習單」、「教師課堂觀察紀錄」與「學生日記」等質性資料。實驗所得資料將描述統計以及共變數分析等統計方法進行分析；以各種質性資料則作為解釋實驗效果的補充參考。
根據資料分析結果，本研究的主要發現如下：
一、與全球議題相關的NGO可與學校教育結合實施全球教育，結合方式可為校外參訪、擔任志工。
二、在學校採「主題式課程」方式實施全球教育，有實施時程上的難度。
三、實驗組學生對於「世界公民逗陣行」課程教學，學習態度積極正向。
四、實驗組學生學習「世界公民逗陣行」課程時，小組與小組之間的互動較為缺乏。
五、結合NGO資源實施全球教育須將組織活動時程與課程計畫、學校行事曆結合規劃。
六、實施「世界公民逗陣行系列課程」量化上未能顯著提升國中生全球知識、全球態度以及全球行動，質性分析則可見其成效。
七、實驗班的學生從原本是由研究者帶領關懷、幫助國際弱勢轉變成為主動邀請研究者共同關懷及幫助國際弱勢。
研究者根據上述的研究結果加以討論並提出相關建議，以作為教育應用及未來研究的參考。

關鍵字

全球教育 ； 非政府組織 ； 全球知識 ； 全球態度 ； 全球行動

並列摘要

The purpose of this action research was to investigate the effect of combining the NGO resource to implement global education.
The study applied a pretest-posttest quasi-experimental design. The 88 students selected from the private Global High School (pseudonym) in Taipei city were divided into two groups. During the summer of the 97 academic year, all students in the experimental group received “Global Citizens Go Go Go (curriculum I)” for an hour after school, while the students in the control group maintained regular class activities, and practiced English drama arranged by their homeroom teacher. During the second semester of the 97 academic year and the beginning of the first semester of 98 academic year, all students in the experimental group received “Global Citizen Go Go Go (curriculum II)”, while the students in the control group maintained regular class activities, arranged by their homeroom teacher.
The study employed “The Inventory of Junior High School Students’ Global Perspective”, which was revised by the researcher, to conduct pretest and posttest. For triangulation, this study also collected and analyzed the following qualitative data: students’ reading notes, curriculum worksheets, teacher’s records of classroom observation, experimental students’ dairies and journals.
The major findings included:
1.The NGO related to the global issues can be combined with school education, so as to implement global education. The way of combination can be an out-of-school visit, or a volunteer work.
2.Adopting "topic-curriculum" in implementing global education at school, is difficult in terms of arranging a proper schedule and sufficient time.
3.According to the result and the analysis of the quantitative and qualitative data, the experimental students responded positively and aggressively to “Global Citizen Go Go Go” curriculum.
4.The experimental students, learning “Global Citizens Go Go Go” curriculum, lacked interaction between groups.
5.To combine the NGO resource to implement global education, the researcher has to make a proper arrangement by integrating schedule of the activities’ the curriculum plan, and school calendar.
6.Quantatively, the experimental students did not significantly outperform students in the control group on global knowledge, global attitude and global action. However, the analysis of qualitative data revealed that there is an increase effect of the experimental students.
7.The experimental students have changed from the state of being led by the researcher to care for and help the international minority to the state of being active to invite the researcher to care for and help the international minority together.

Finally, according to the results above, the researcher proposed some suggestions in the application of “Global Citizens Go Go Go” and for further research.

並列關鍵字

global education ； NGO ； global knowledge ； global attitude ； global action

參考文獻

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