客家山城小學的世界之旅－全球教育課程之合作行動研究

本研究主要是探討國小全球教育課程發展的內涵，爲筆者先前多年研究的延續發展，希冀完成全球教育之九年一貫課程的整體實證研究，從事全球教育融入國小九年一貫課程的實施與問題解決，最後提出國小全球教育課程發展理論與實務的建議，作爲未來我國發展具特色的課程的新的思考途徑。本研究主要採取合作行動研究方法，研究規劃採Grundy (1987)的行動研究四大要素：計劃、行動、觀察、反省的循環螺旋，研究方式主要是採質性研究方式，並運用文獻探討、參與式觀察、半結構式訪談、文件分析與作品收集等從事資料收集與分析，全球教育課程發展場域以班級爲單位的全校性課程發展行動，全球教育課程發展型態採「單一學科取向」的融入方式，最後提出客家小學從事全球教育課程發展之研究結論與發現。

關鍵字

合作行動研究；全球教育；客家教育；世界觀教育；課程發展

並列摘要

This article mainly explored the connotations of curriculum development on global education in a Hakka primary school in a Taiwan mountain county. And then, the author developed the curriculum syllabi and lesson plans and infused the global education into the Taiwan G1-6 curriculum. Further, the writer tried hard to carry up the curriculum development and solve the problems of global education curriculum. Finally, the researcher provided the conclusions and suggestions about the curriculum practice in a Hakka primary school on global education in order to give the new thinking approaches of our distinguishing curriculum. The study used the Cooperative Action Research and the research plan adopted the four fundamental elements of Grundy's (1987) plan, action, observation, reflection of the reflection of circulating spiral. The research method mainly used the qualitative research and data analysis, participative observations, hemi-structure interview, documents analysis and compositions collection and analysis. In addition, the research fields focused on the whole school and based on the units of the class. Finally, the author provided the conclusion and suggestions of cooperative action research of curriculum development of A Hakka Primary school in a Taiwan mountain County on global education.