課程國際化實踐分析：以「國際文教服務學習」與「國際文教實習」課程為例

The study of the Implementation of Internationalized Curriculum：The Case of “International Cultural and Educational Service-Learning” and “The Study on International Culture and Education Internship”

楊婕妤(Jie-Yu Yang)

指導教授 ： 洪雯柔

國立暨南國際大學/教育學院/國際文教與比較教育學系/碩士(2016年)

摘要

面對全球化浪潮，各國政府紛紛投入高等教育國際化，以提升其競爭力，培養國際人才。然而傳統開拓學生國際視野與培養國際知能之方式，如出國留遊學、國際旅行，僅少數學生能參與，因此課程國際化的呼聲日益增加。但課程國際化概念較為抽象，實施上有一定困難與混淆情形。國內研究亦鮮少針對課程國際化的具體實踐做深入探討，亦較少檢視修課學生於課程中培養何種相關知能。有鑑於此，本研究採個案研究、深度訪談、文件分析與理論分析法，以國立暨南國際大學國際文教與比較教育學系的「國際文教服務學習」與「國際文教實習」兩門課程為例，探討其所採取的課程國際化策略，分析其課程設計欲達成的國際相關知能。並透過訪談修課學生，探討課程對學生的助益及課程國際化與海外情境所需知能的連結性。本研究結果如下：
一、 課程欲培養的知能，包含應變與解決問題能力、方案執行力、管理能力、團隊合作能力、跨文化理解與溝通能力、國際文教專業能力、洞察脈絡、批判斯忼、反思、全球視野與全球意識、全球競合力、全球關懷與全球責任感。
二、 課程國際化的教學設計與方法包括將國際元素納入課程、納入海外實踐活動、涵蓋對其他國家的認識、加入國際、跨文化議題與國際時事之討論、援引國際與跨國案例、涵蓋跨文化與跨領域的學習、包含跨文化理解與溝通的理論與實務、建構文化敏感度的學習與教學活動。
三、 課程國際化設計與教學方式可提升的國際知能面向以跨文化理解與溝通能力、應用與解決問題能力、團隊合作能力最為顯著；其次是方案管理能力與反思。全球關懷與全球責任感中，學生較以往更為關懷全球與社會議題，然主動性有待增加；管理能力較無顯著提升，但學生更願意承擔責任；至於洞察脈絡的能力為課程中較難提升之能力，需配合實務經驗與多次反省性對話方可得提升。
最後，依據研究結果分別針對「國際文教實習」與「國際文教服務學習」課程、課程國際化，以及未來研究分別提出建議。

關鍵字

課程國際化 ； 國際知能 ； 國際教育 ； 高等教育

並列摘要

In the globalization era, governments invest heavily in internationalization of higher education to enhance their competitiveness and cultivate international talents. However, the traditional ways to broaden student’s horizons and cultivate student’s international competence, such as study abroad and study tour, only a few students could participate. Therefore, the voice of internationalized curriculum is increasing. But the concept of internationalized curriculum is unconcrete. There are difficulties and confusion in the implementation. In addition, domestic research rarely discussed deeply about the implementation of internationalized curriculum and examined which competence student develop in this kind of curriculum. In view of this, this research adopted “International Cultural and Educational Service-Learning” and “The Study on International Culture and Education Internship”of Department of International and Comparative Education as Cases to discuss on the strategies of internationalized curriculum and analyze which transnational competence achieved related to the curriculum design. Also, this study interviewed students in the courses to investigate the connection between the required competence oversea and the internationalization of curriculum. The conclusions derived from this research are:

1. The expected competencies in the curriculums are resilience and problem-solving, program execution, management, teamwork, cross-culture understanding and communication, international cultural and educational expertise, context insight, critical thinking, reflection, global vision and global awareness, global competence, as well as global concern and sense of global responsibility.

2. The design and teaching methods of internationalized curriculum could improve transnational competence. Cross-culture understanding and communication, resilience and problem-solving as well as teamwork are the most significant. The next are the program execution capacity and reflection. In the aspect of global concern and sense of global responsibility, students are more attentive to the issues of the global and society than before but need to increase initiative. Although the management capacity don’t enhance significantly, students are more willing to take responsibility. As for the ability of insight into the context, it requires to collocate with practice experience and reflective dialogue so as to enhance.

Based on the finding and result, this research also submits some suggestions to “International Cultural and Educational Service-Learning” and “The Study on International Culture and Education Internship”, internationalization of curriculum, and future researches.

並列關鍵字

Internationalization of curriculum ； Transnational competence ； International education ； Higher education

參考文獻

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