臺灣小學推動學校本位國際教育之行動研究-苗栗縣後龍國民小學反省性實踐歷程分析

本研究以行動研究的方式，於苗栗縣後龍國小年度推動四個年度的國際教育，以行動研究取向透過訪談法、文件分析法，進行資料整理、回饋與反思，分析地處偏鄉的學校，如何啟動學校本位的國際教育，並在國際教育白皮書的引導中，在「發現問題、構思因應策略、執行與反思實踐、再修正」的歷程中，找出持續且系統化的推動模式。研究目的如下：一、分析個案學校以「學校本位」推動國際教育之實踐歷程；二、探析學校本位國際教育之推展，對於教師教學、學生學習、家長參與和外部支援的影響；三、反思學校推動國際教育的歷程，對於學校端推動國際教育提供回饋與建議。研究結論如下：一、國際教育 (一)從少數熱情老師開始，主動爭取國際教育專案，為偏鄉孩子尋找機會！ (二)學校透過發展「積極性差別待遇」的國際教育，讓更多的孩子因國際教育而受惠！ (三)面對組織成員對於學校發展方向或主軸的不同想法，宜運用開放性的思維，為國際教育尋找發展定位！ (四)從一次性的契機，發展永續的國際交流模式，為每一屆的孩子，提供國際交流的機會！ (五)利用台日學校不同的學期安排，發展適合兩校長期交流的模式；並結合文化外交，深化交流的效益。 (六)尋求專家學者辦學指引、強化理論與實務的對話，透過反省性實踐的歷程，深化國際教育思維。 (七)訂定學校發展國際教育的學校本位指標，以系統檢核的方式，了解推動成效。 (八)學生的跨越國界的學習，帶動語言能力、生活適應、文化理解。 (九)藉由姐妹校的來訪，發展「日本文化週」及「臺灣文化體驗課程」，帶動文化的相互理解與尊重。 (十)國際教育不是都會學校的專利，即使是偏鄉學校，也能在國際教育各自精采！ (十一)運用行動研究，架構回饋與反思平台，作為國際教育下一階段的起點二、學校本位管理 (一)突破既有偏鄉思維，化劣勢為起點，發展具備「文化均富」的國際教育利基。 (二)運用行動研究，從推動的困境中反思，重新定義學校發展主軸，強化「志願者先行」的概念，增加教師的參與。 (三)發展積極有效的培訓課程，培育國際交流的能力，透過實際的參訪，看見學生的成長與交流的價值。 (四)結合學校特色活動，發展日本姐妹校接待模式，並透過與他校的策略聯盟，增加文化交流的深度與廣度。 (五)運用「參與即是資源、參與增加認同」的概念，成立家長後援會，並藉由分工合作，發展逐年傳承的永續模式。 (六)結合政府與民間資源、建立穩健支援模式，經費人員器材到位、發揮最大交流效益。綜合前述研究結論，本研究建議如下：一、國際教育的實務推動 (一)推動國際教育之初，先針對學校的情境脈略進行分析，逐步凝聚共識，才能讓國際教育在學校的發展中，確立願景與定位。 (二)校長與團隊教師可以扮演積極性角色，帶動國際教育的參與；亦可以透過專業社群的營造，發揮「志願者先行」的雁行效應。 (三)利用既有課程，作為「文化自我悅納」的起點，發展在地特色，進而建立國際教育的學校本位課程。 (四)國際教育的推動，需要明確的行政定位，並落實組織內部的人才培育，建構傳承的組織文化。 (五)以「國際交流」帶動發展國際教育的契機，將資源「效益極大化」，打破國際教育等於國際交流的迷思，讓更多的孩子能夠受益。 (六)建議學校在發展國際教育融入課程，可以運用教師社群的方式，帶領教師朝向多領域融入或主題式的方式進行國際教育課程深耕。 (七)國際教育不應是精英教育，應回到「文化均富」的概念發展，深化國際教育課程、創造多元契機。 (八)善用「巢狀靶心圖」聚焦思維，整合目標、現狀與策略；從實務的問題中，透過研究的方式，評估國際教育的效益。 (九)積極「文化自我悅納」，建立文化自我探索能力，深耕文化外交。 (十)積極參與國際教育相關研習，提昇教師國際教育專業與素養，尋找發展國際教育機會，增加國際教育的未來性與發展性。二、後續研究的建議 (一)研究國際教育的組織定位問題，探討如何將國際教育納為正式的工作要項及職務，以落實長遠發展。 (二)運用比較的方式進行研究，分析兩校的國際教育，以建構不同的國際教育發展思維。 (三)運用比較教育進行跨國個案研究，探析各國的學校，如何運用學校本位思維，發展國際教育。 (四)可以進一步運用量化研究，了解國際教育對教師、學生、家長或社區的影響，提供不同面向的討論。 (五)進行國際教育融入課程的深耕研究，或探討如何發展學校本位的國際教育課程。 (六)追蹤「國際交流」或「國際教育」的學生發展，分析國際教育之長期效益。 (七)運用行動研究，對整體國際教育政策提供建議與反思。

關鍵字

國際教育；學校本位管理；行動研究；國民小學

並列摘要

In this research, the author used action research to promote four-year international education at Houlong Elementary School in Miaoli County. Interviews and documentary analyses were conducted to analyze how rural schools started an school-based international education, and from the guidance of Ministry of Education’s white paper on international education for primary and secondary schools, the author found out sustainable and systematic modes. The purposes of this research were as follows: First, to analyze the practice of international education based on "school-based management" case schools; secondly, to explore the influence of school-based international education on teachers’ teaching, students’ learning, parents’ involvement and external support; third, to provide reflective feedback and suggestions for schools to promote international education. The findings of this research were as follows: 1. International education dimenstion (1) A few enthusiastic teachers took the initiative for an international education project, could creat opportunities for the rural children! (2) Through the development of "positive discrimination", more children would benefit from international education! (3) The school members should open mind to face different opinions about direction or spindle of school development, looking for the development orientation of international education! (4) From an one-off opportunity to a sustainable development of international exchange model, constructing the progressive development of school! (5) Taiwan and Japan applied different learning arrangements of school to construct long-term development for the two schools exchange model; combining cultural diplomacy deepened the effectiveness of communication. (6) School sought the guidance of experts and scholars from the school to strengthen dialogue of theory and practice through reflection of the practice, deepening thinking of international educational. (7) School set school-based development of international education indicators to inspect the system and effect. (8) For enforcing students’ learning across borders, the school should promote language skills, life adaptation, cultural understanding, and develop an international perspective. (9) Visiting sister school could be developed into an opportunity to in-depth exchanges and learning events, such as the development of "Japanese Culture Week" and "Taiwan Cultural Experience Course", to promote mutual understanding and respect for culture. (10)International education is not exclusive to urban cities. Schools could develop the school's goals of international education and models for international exchanges, even in remote rural schools. (11)By the action research, we could have the platform to collect the feedback and reflection in order to promote the next phase of international education. 2. School-based management dimenstion (1) To break through disadvantages of remote rural thinking was a starting point, and to develop the perspective of an even distribution of cultural capital was the foundation of international education. (2) By the action research, it was essential to reflect from the plight of promotion, to redefine spindle of school development, to strengthen the concept of "volunteer first", and to increase the participation of teachers. (3) Through the actual visit, the development of positive and effective training programs, and international communication ability, the value of the students' growth and exchange could be revealed. (4) Special activities of school combined with the development of Japanese sister school reception mode, and strategic alliances with other schools to increase the depth and breadth of cultural exchange. (5) The development of sustainable modes was constructed annually via the concept of "Participation is the resource. Participation increased identity.", the establishment of parent support group, and a division of labor. (6) Schools combined government and civil resources to build strong support models, funding, staff, and equipment in place to maximize the exchange of benefits. Suggestions from this research were as follows: 1. Practice to promote international education (1)At the beginning of promoting international education, analysis of the school's situation could gradually build consensus and establish the vision and position of international education in schools. (2)Principals and teachers could play positive team roles to lead the participation of international education; it also could create a professional community through flying geese effect "volunteer first". (3) School could use the existing curriculum as a starting point to establish school-based programs of international education, and construct the scaffolding of International Education Learning. (4)The promotion of international education needed clearly administrative status, and implementation of personnel training within the organization to construct cultural organization of heritage. (5)"International exchanges" promoted the development of international education. The resource "great benefits" of international education did not equal to international exchange, so that more children could benefit from it. (6) It was recommended to integrate international education into the school curriculum, teachers could use the community approach, and the use of workshops to lead the teachers towards a more thematic approach of international education curriculum. (7)International education was not an elite education. Schools should return to the concept of the development of an even distribution of cultural wealth to deepen international education programs and to create pluralistic opportunity. (8)Action research could be further combined with "nested bull's-eye diagram" to evaluate the benefits of international education. (9)The positive ability of "cultural self-pleasing" built a culture of self-exploration, and a deep cultural diplomacy. (10)Teachers could actively participate in international education-related learning, seek the development of international education opportunities, and increase the development of international education in the future. 2. Recommendations for the follow-up study (1)Research on the position of international education organizations should be discussed, and how to incorporate it into international education formal curriculum and to implement long-term development. (2)With a comparative approach to research, analysis international education between two schools could construct a different thinking of international educational development. (3)By applying methods of comparative education to do case studies of schools in different countries, the development of international education should be based on the school-based thinking,. (4)Researchers could further use quantitative research to understand the impact of international education for teachers, students, parents or community, providing a different forum for further study. (5)Researchers could deepen study courses of international education, and to explore how to develop school-based programs of international education. (6)Researchers could track the development of "international exchange" or "international education" for students, and to analyze long-term benefits of international education. (7)Reserchers could provide some advice and reflection of the overall international education policy by action research.