全球國小運用吉祥物進行臺日兩校國際交流之研究

本研究以吉祥物作為進行國際交流的重要元素，發展讓孩子不出國也可以進行國際交流的創新教學模式。本研究主要透過訪談進行研究，並佐以文件及省思札記資料，研究對象為研究者任職之全球國小國際交流教師專業學習社群的成員、參與計畫之社區志工、家長與學生等。在三階段的研究歷程中發現了六大困境：教師領導缺乏支持系統、行動計畫尚無法達到圓滿、傳統教學模式難以因應、校本國際交流缺乏課程哲學上位概念、國際交流變動性大難以完全掌握、國際交流計畫牽涉人員眾多難以整合。本研究發展出MASCOT吉祥物的六大因應模式：Me領頭雁熱情投入、Action行動的智慧、Student-centered採用學生為中心的教學、Culture curriculum文化課程改造、Opportunity把握契機及TPLC教專社群共做。透過吉祥物進行國際交流的整體計畫發展出三大行動策略及九大作法，首先是領頭雁教師引航夥伴共學共做，包含領頭雁教師以身作則引領團隊共學、營造團隊教師積極互動及共做氛圍與領域教師跨域合作社群集體創利基；其次，運用正式非正式課程來回穿梭，包含透過潛在課程營造國際交流場域、活用非正式課程豐富學生國際交流學習經驗及創新教學模式融入領域課程；最後，融入議題發展文化回應教學，包含素養導向落實於生活情境進行主題發想、臺灣與日本共通性學習主題回應式教學及重視文化理解價值澄清相互包容與學習。吉祥物的國際交流創造五大課程模組：搭起友誼的橋樑、外交大使訪我校、外交大使到我家、光陰的故事〜十個時光寶盒及文化說書人。最後發展出學生的四大學習成果：學生覺察關注國際教育議題能力的提升、學生具備理解國際教育議題的能力、學生能透視國際教育問題並提出見解的能力、學生增加對國際教育議題的學習動機及態度的改變。

關鍵字

文化回應教學；吉祥物；國際交流

並列摘要

This study developed a novel teaching model with mascots as major elements for children international exchange without going abroad. Interviews, literature review and reflection notes were collected for analysis and conclusion. Participants were the members of Teacher’s Professional Learning Community (TPLC), volunteers, parents, and students in Global Elementary School where the researcher was working. In three phases of the research process, six difficulties appeared: lack of a supporting system in teacher’s leadership, uncompleted projects, integration with traditional teaching model, insufficient philosophical concepts in school-based international exchange, uncontrollable fluctuation in international exchange, coordination among different groups of people involved in this project, etc. Six corresponding models were constructed in this study: Me as the Leader Goose, Wisdom in Action, Student-centered Teaching, Reformation in Culture Curriculum, Seizing Opportunity, and TPLC Cooperation. Moreover, the project using mascots to conduct international exchange invented three action strategies which included nine procedures. The first strategy was that the leader-sheep teacher guided college to learn and work together, created an atmosphere for frequent interaction and cooperation, and established niches for teachers of various domains work together. Alternate uses of formal curriculum and informal curriculum was the second strategy. It built a field for international exchange in hidden curriculum, increased students international exchange experience in informal curriculum, and combined novel teaching models with domain curriculum. The third strategy was cultural-response teaching integrated with issues. This comprised application of literacy in daily life to make theme-based inquiry, development of common learning topics between Taiwan and Japan, and mutually valuing, understanding, tolerating and learning cultures. International exchange with mascots invented five novel teaching models: Building a Bridge of Friendship, Ambassadors Visiting Schools, Ambassadors Visiting My Home, Time Stories－Ten Time Treasure Boxes and Cultural Story Tellers. Four learning achievements of students were revealed: Competence of being aware of international education issues, competence of understanding international education issues, competence of having insight into issues, and improvement in motivation and attitudes toward learning international education issues.