國民小學實施國際教育之研究

本研究以IPO模式，針對2012~2018年申辦SIEP公立國民小學為研究對象，旨在探究我國國民小學實施國際教育之情形，並採Likert五點量表，以自編問卷進行調查研究，共抽取910份樣本，回收有效問卷為658份。茲將本研究所獲得之結論分述如后：（一）國民小學實施國際教育輸入、過程與輸出面向量表之整體平均數達中上程度，平均數介於3.77到4.01之間；（二）不同規模學校及擔任職務的國民小學教師知覺推動國際教育輸入、過程與輸出面向之整體的得分結果達顯著差異，其餘變項則未達顯著差異；（三）國民小學實施國際教育輸入面向、過程面向與輸出面向之整體及其各分向度均具有顯著正相關，相關係數介於.45到.86之間；（四）國際教育輸入面向對過程面向具有.43顯著直接效果，輸入面向對輸出面向具有.08顯著直接效果以及過程面向對輸出面向具有.60顯著直接效果；而輸入面向可經由過程面向對輸出面向產生顯著間接效果，其總效果為.34；（五）不同背景變項國民小學教師知覺實施國際教育整體輸入面向困境，最高者均為「經費與資源整合」，最低則為「推動國際教育理念」，而在過程面向之困境最高者均為「國際交流與旅行」，最低則為「行政領導與執行」。根據上述研究結果所示，研究者針對學校現場的行政與教師以及教育主管機關提出實務上之建議，並就未來研究之對象、方法、構面與設計架構上亦提出思考建議。

關鍵字

國際教育；學校本位國際教育計畫（SIEP）； IPO模式

並列摘要

This study aims at examining the implementation of international education in Taiwan. Adapting IPO model, with Likert five-point scale, self-made questionnaires were used to study the public elementary schools who applied for SIEP between 2012 and 2018. In total 910 schools were samples, 658 of which were valid. The major findings of this study are as following: (1) the arithmetic means of the input, process and output of promotion of international education have reached upper intermediate, and the average number fell between 3.77 and 4.01; (2) the sizes of schools and position held by teachers contributed to differences of the input, process, and output of implementing international education, and such results were statistically significant, while the remaining variables are not; (3) there is a significantly positive correlation between the input, process and output of implementing international education and its respective degrees of differentiation, with a correlation coefficient between .45 and .86; (4) when considering the three dimensions of implementing international education, it was found that the input prospect has a .43 direct impact on the process, and process, likewise, has a direct impact of .60 on the output. The indirect impact from input on the output of implementing international education is translated through the process aspect, with a correlation coefficient of .34. And lastly, (5) taking into consideration all the factors that lead to differences, including school locations, school sizes, level of education, service years and different positions, the largest obstacle to the input of implementing international education is the integration of resources, while the least one is the ideal for pushing for international education. For the process aspect, the largest obstacle is international communication and traveling, while the least one is administrative leadership and execution. According to the above mentioned research results, the researcher offer practical suggestions for administrators and teachers of the schools as well as education authorities, and also propose recommendations the objects, methods, facets, design frameworks and verification for future research.