國民小學校訂國際素養課程發展之研究~以清清國小高年級為例

本研究旨在探討十二年國教校訂國際素養課程規畫之行動歷程，分析高年級國際素養課程實施後發現的問題並提出修正方案。研究者覺察國際教育是國家人才培育的重要政策，臺灣中小學推動國際教育缺乏系統性規劃，因應十二年國教推動在即，課程應重新進行調整，透過參與清清國小十二年國教工作坊，發展規劃、設計、實施高年級國際素養課程，並探究課程實施後發現的問題並提出省思，修正方案。並探究教師在發展及實施歷程與實施後的省思及專業成長。歸納本研究主要發現與結論如下：壹、校訂國際素養課程的發展歷程方面一、校訂課程發展架構應全校投入、群策群力，是由下而上的課程發展模式二、成立十二年國教工作坊進行校訂課程發展，凝聚全校向心力三、透過中小學國際教育白皮書檢視校訂國際素養課程架構，課程會更符合社會期待四、國際素養學習內容規劃，應著重縱向連貫，中、低年級著重國家認同、國際素養的扎根，高年級奠基於國家認同及國際素養，循序漸進培養全球競合力及全球責任感五、以社會行動參與規劃表現任務內容，提升公民參與意識與全球公民行動力六、課程規劃落實國際交流，透過網際網路的技術，依然可以達成與世界做朋友學校願景貳、高年級國際素養課程方案的實施歷程方面一、課程規畫是架構不是框架，老師可適時跨領域教學，讓課程情境營造更有深度與溫度二、學生是學習的中心，老師是引導者三、公民行動讓學生自主探索與學習，任務成功或失敗都能訓練反思能力，是全球學習的重要能力之一四、透過踏查活動與訪問活動，讓學生自己建立國際觀

關鍵字

公民行動；校訂課程；國際素養；行動研究

並列摘要

The purpose of this study is to investigate the developing process of the School-Based International Education Literacy Curriculum of the 12-year Basic Education Curricula, and to analyze the problems of the implementation, and to propose some solutions. The researcher is aware that International Education is an important educational policy, but lack of systematic planning in primary and secondary schools in Taiwan. Now this can be in response to the 12-year Basic Education Curricula and can be re-adjusted through the experiences of participating the workshop of 12-year Basic Education Curricula in Qing Elementary School. This workshop developed, planned, designed, implement the curriculum, and also through reflection to foud out the problems, revised the corriculum, the study especially focuses on 5th and 6th grades’ curriculua. This study also inquiry the self-reflections and the professional growth of the participating teachers. The major findings of this study include: A. the development of the School-Based International Literacy Curriculum a. The school-based curriculum framework should be established and coordinated by the whole school. It is a bottom-up development model of curriculum. b. A school should set up the workshop of 12-year Basic Education Curricula to develop the school-based curriculum, and to concentrate the willing and the strength of the participants. c. The frame of School-Based International Education Literacy Curriculum should refer to ‘A White Paper on International Education for primary and secondary schools’ to meet the expectations of the society. d. The content of International Education Literacy Curriculum should emphasize the vertical coherence. The middle and lower grades focus on building a foundation for the literacy of National Identity and International Awareness, and the senior grades are based on the literacy of National Identity and International Awareness, gradually bring up Global Competitiveness and Global Responsibility. e. The curriculum should enhance citizen participation awareness and global citizenship movement through participating a social action and planning a performance tasks. f. The curriculum can implement through the technology of the Internet to achieve the vision of making friends with the world. B. the implementation of the School-Based International Literacy Projects in 5th and 6th grades a. The curriculum plan is a reference not a limit. Teachers can flexible organize the interdisciplinary course to creates deeper and warmer learning situation for students. b. Students should be the center of learning, teachers are the facilitator of leaning. c. Students can gain the reflective abilities of through the independent exploration and self-learning of Civic action, whether it’s a successful or fail experiences. d. Students can build the global view through their investigating and survey activities. At last, the researcher makes suggestions based on the research results for the future educators and researchers.