國際教育融入領域教學之教師課程協作探究

Integrating International Education into Field Teaching: An Inquiry of Teacher's Course Cooperation

林昭良(Jau-Liang Lin)

《南台人文社會學報》 24期 (2021/05) Pp. 97-124

摘要

面對全球化和國際化的浪潮來襲，培育學生具有跨文化和跨語言的核心素養，以應全球化帶來的挑戰和變動，而十二年國民基本教育課程綱要中提出的國際教育議題，目的在培養學生具跨領域統整思考與問題解決能力，促進學生核心素養的養成。本文研究觀察國際教育融入課程之教師課程協作模組的可行性和實施成效，並從中進行反思，據此提升教師協作能力和學生學習成效。研究觀察如下：一、學校的開放態度促進成員實現國際教育的理想與目標。二、課程與教師的互存關係應轉換為主動參與。三、透過國際教育進行，解構教學模組，進行跨領域合作，建構新的協作模組。四、教師課程協作模組的建立，增加教師彼此間合作關係，同時整合學校相關資源，促進學生學習成效。五、新課程教學模組讓學生學習氣氛跟效果獲得改善。

關鍵字

國際教育 ； 課程協作 ； 教學模組

並列摘要

Along with the rise of globalization and internationalization, it is imperative to cultivate student's core competencies in intercultural and inter-language ability, so as to cope with the corresponding challenges and changes. The 12-year Basic Education Curriculum highlights the importance of international education, aiming at development of students' core literacy through cross-domain integrative thinking and problem solving skills. This paper, thus, investigates the feasibility and effectiveness of a teacher-curriculum collaboration module through an integrated international education curriculum. Our findings are as follows: First, an open-minded attitude on campus encourages participants to achieve the ideals and objectives of international education; second, the relationship between curriculum and teachers should be converted into more active participation. In addition, through international education, teachers deconstruct teaching modules while conducting cross-domain cooperation and constructing new collaboration modules. Furthermore, the establishment of a teacher-curriculum collaboration module strengthens the mutually cooperative relationships between teachers, integrates the use of school resources and promotes students' learning outcomes. Finally, the new curriculum teaching module improves students' learning atmosphere and results.

並列關鍵字

international education ； course cooperation ； teaching modules