全球素養融入專業課程之設計與實踐：以比較幼兒教育課程為例

本研究透過「比較幼兒教育」課程，參酌國際學生能力評估計畫（PISA）中全球素養內涵可融入幼教系專業課程的概念，以全球探究、多元觀點與全球行動三大面向，並參採問題導向教學法（PBL）之概念，研擬課程規劃與教學活動。研究對象為修習比較幼兒教育課程之國際經驗有限、但海外接觸動機高的66名幼教系學生。課程實施前先透過問卷編制，細部課程設計與諮詢完成備課程序。研究者藉由觀察、作業、焦點團體與問卷等方式進行資料蒐集，並依研究問題進行分析。研究結果主要有二：首先，課程規劃透過一個總問題、三個分項問題以及講座、活動與跨週三類教學活動開展學習；其次，教學活動除整體性提升學生全球素養外，亦在全球探究、多元觀點與全球行動的學習中，展現不同於過去的動機、觀點與方法。本課程之整體規劃與活動設計雖可供相關課程參考，然在課程屬性、評量與活動負擔層面，仍需進一步考量。文末並提出課程設計、課程連結與成效評估之相關建議。

關鍵字

全球素養；比較教育；幼兒教育；問題導向教學法；課程與教學

並列摘要

The main aim of this research is to study the integration of the concept of global competence of the Programme for International Student Assessment (PISA) in professional courses of early childhood education through the design and implementation of the course of ＂Comparative Early Childhood Education＂. This course applies problem-based learning (PBL) and aims to cultivate students' global competence from three dimensions: global exploration, diverse perspectives appreciation, and global action. The participants include 66 students who elected this course. They are highly motivated in gaining oversea experience but with limited international experiences. The questionnaire design, detailed course planning, and consultation are carried out before the course implementation. Four data collecting methods are adapted in this research, including class observation, semi-structured questionnaire, the analysis of students' home works, and focus group interview. All data were analyzed based on research questions. Two main results are as follows. 1. The course is structured around one major problem, three sub-problems, and three classroom activities which includes theme seminars, theme activities, and weekly learning tasks. 2. Students' global competence have shown overall improvement. Regarding sub-dimensions of competence, students also develop different motivations, perspectives, and approaches in global exploration, diverse perspective appreciation and global action. The course plan and learning activities used in this research could be a reference for related courses. However, educators should further consider the course nature, appropriate assessment for global competence, and teaching/learning loading when implementing courses as such. Recommendations for future research are also provided in the end of the paper.

並列關鍵字

global competence ； comparative education ； early childhood education ； problem-based learning (PBL) ； curriculum and instruction

參考文獻

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被引用紀錄

陳采秀（2024）。「全球化與當代社會」通識課程設計與教學實踐：適應學生多元學習。課程與教學，27(1)，117-154。https://doi.org/10.6384/CIQ.202401_27(1).0005

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