從多元文化的思維談國際移動力的培養

全球化的進展，促使國與國之間在民生、經濟、政治以及文化教育上的合作，國際人才的移動與相互學習，更緊密了國際間的依附與共生共存。教育部於民國100年公佈的《中小學國際教育白皮書》揭示了21世紀的臺灣公民，必須具備國際觀和地球村概念，提昇國際參與跨國競爭的實力。為了因應全球化帶來的國際競合，臺灣勢必要與國際接軌，讓我國國民可以在國際間有尊嚴的自由移動，因此培養學生的國際移動能力刻不容緩。本文從我國人才培育的政策來討論培養國際移動力的重要性，並分析國際移動力的培養，首先要從建立學生多元文化思維開始。文中整理並分析我國中小學國際教育近三年的推展成果，並對國民教育階段在國際教育政策的務實面上提出（一）成效指標的達成不代表學校國際教育達標、（二）缺乏經費不代表學校無法建立國際夥伴關係、（三）臺灣本來就有的國際交流資源長期被忽略、（四）培養國際素養首先要建立學生多元文化的思維、（五）學校教師是落實國際教育的推手、（六）學校活動或課程融入要與國際教育的目標結合、（七）全球競合力的培養就是國際移動力的展現等七點省思供教育主管單位以及努力推動國際教育的各級學校參考與討論。

關鍵字

國際教育；多元文化教育；國際移動力

並列摘要

The progress of globalization has promoted international cooperation in people's livelihood, economy, politics, culture, and education. The international movements of talents and their mutual learning have brought about even closer attachments and symbiosis among nations. ＂The White Paper on International Education in Primary and Secondary Schools＂, published by the Ministry of Education in 2011, proclaimed that Taiwanese citizens in the 21^(st) century must be equipped with international perspective and the concept of global village, and they have to enhance their strength for taking part in international competitions. In order to respond to the international concurrence brought by globalization, Taiwan is bound to connect to the international community, so that our citizens can move freely among the countries with dignity. Therefore, it is urgent to develop students' global mobility. Starting from the talent-fostering policies of our country, this study discussed the importance of developing global mobility, and pointed out that, in order to develop global mobility, we should first help students develop multicultural thinking. This study outlined and analyzed the outcomes of promoting international education in primary and secondary schools in Taiwan in the last three years, and some reflections were suggested about the practice of the policies of international education at the level of compulsory education: (i) the achievement of performance indicators doesn’t mean that international education of a school has achieved its goals; (ii) lack of funds doesn’t mean that a school cannot establish international partnerships; (iii) the resources for international interaction in Taiwan have been ignored for a long time; (iv) for developing international literacy, multicultural thinking of students must be established first; (v) school teachers are the promoter for carrying out international education; (vi) school activities or integration of curriculum have to be in conjunction with the objectives of international education; (vii) the development of global competencies is the demonstration of global mobility. These reflections were suggested for the reference and discussion for the education authorities and schools of different levels that are promoting international education.