國際教育融入學校課程之行動研究-以一所小學為例

本研究採取行動研究取向，探討教育優先區小學推動國際教育融入課程之實踐歷程，以訪談法與文件分析法針對「田中央小學」教師進行訪談，探討其對於國際教育教師專業社群執行成效的看法，同時以校長的身分進行行政領導的反思。研究結果發現：第一、該校整體計畫結合優先行動區計畫、教師專業成長社群與教育部國際教育校本計畫，達到相互輔佐的功效，大大提升學校本位推動國際教育的實踐。第二、融入式的課程設計可使教師在教學上有所精進，並建構出課程。第三、教師仍普遍存有保守主義的特性，不希望教學或課程方面有太多的改革；校長須使用多種策略來使得教師改變。第四、對於融入式課程的推動可先提供教師一個簡單的範本讓老師參考，以降低老師的抗拒。第五、校長本身除了積極深入理解國際教育目的與意涵外，尚須衡量學校各方條件，營造支持與友善的推動國際教育環境，讓教師樂於嘗試國際教育課程設計。

關鍵字

國際教育；學校本位；融入式課程

並列摘要

This research attempted to explore the process of integrating international education perspective o t into school curriculum. The researcher used document analysis and interview to reveal the teachers view points. He also used these data and dialogue with key teachers to reflect on his own action. With the focus on school-based management and integrated curriculum, the researcher explored the planning of integrated curriculum of school-based approach in one primary school. At the end of the thesis, the researcher use reflective thinking to reflect on principal’s role. The results of this study are as following： 1. The school combined many different plans to achieve the integrated-curriculum purpose. And it worked. 2. The integrated curriculum ccould promote teachers professional development. Teachers also ahve the ability and capacify to degisn their curriculum at the end of the research. 3. In the primary school, many teachers still held conservatism and inclined to resist the curriculums change. The principal must use different strategies to motivate teachers and enhance their profession. 4. Primary school, teamed up with University, is much easier to promote international education. Besides school principals’ support, resources obtained from social networks of relationships can come up international education programmes with the feature of schools. 5. The government or school should give the example to the teachers. And it can reduce the teachers resist.