臺灣中部兩所中學國際教育旅行實施理念、運作模式及其對師生影響之探究

為了因應全球結構改變，所面臨的國際化與全球化趨勢，國際教育成為重要的教育議題。在2011年教育部公布了《中小學國際教育白皮書》，也顯示我國政府將國際教育發展向下延伸至其他教育階段。最早教育部於2001年起已開始推動高中職校學生「國際教育旅行」，為影響學生最直接、最深刻的一項國際教育政策，也是推展時間最久、人數、校數最多，影響最大的國際交流活動。因此檢視國際教育旅行對學生帶來什麼影響是重要的議題。本研究將透過半結構式訪談與文件分析法，瞭解並分析兩所中部中學國際教育旅行之理念與運作模式對師生的影響。研究結果發現，如下：兩校國際教育旅行理念：以國際視野擴展、超越課堂知識學習為目標。兩校國際教育旅行運作模式：1.行前活動規劃幫助學生在活動中有更深入的學習；2.交流方式有單向與雙向交流的模式；3.行程安排多以學校參訪與寄宿家庭為特色；4.老師使用不同方式引導學生在活動中的學習；5.學伴制度的安排幫助學生深化交流；6.活動結束後的分享會有助於學生思考活動學習的核心；7.行政團隊的建立與經驗傳承有助於活動的運作及教師增能。國際教育旅行對老師的影響：拓展國際視野、將經驗化為教學內容。由訪談中發現，除了參與活動老師，非出團老師也感受到活動的成效，希望參與相關活動。國際教育旅行對學生的影響：培養學生國際知能，如：拓展國際視野、跨文化理解、人際互動相處、自我國家認同、國際技能培養，影響學生態度與想法的轉變、激勵學生學習動機、升學意向選擇等。最後依據研究結果，所獲致之結論，給予其他舉辦國際教育旅行單位、學生參考建議。對國際教育旅行相關單位提出的建議，如：可參考雙邊交流方式、建立薪傳制度的建立、設計行前活動、建立學伴制度、培訓學生語言能力、開放部分行程給學生規劃、舉辦分享會、適時地納入家長角色等。對學生的建議為加強學伴互動、加強語言能力、更深入體會當地日常生活、將經驗詳細地記錄等。未來研究建議：研究對象可擴展至除中部以外的地區、可與其他國際交流活動比較、可長期追蹤活動之影響、可採用其他研究方法進行探究、可做公私立學校的國際教育旅行比較等。

關鍵字

國際教育；教育旅行；國際教育旅行

並列摘要

Nowadays, international education is an important educational issue due to the trend of globalization. Since 2011, Ministry of Education published a white paper of international education for primary and secondary schools. It shows the government promotes international education to the primary and secondary educational stages. Ministry of Education started to promote international educational tour for high school students since 2001. Hence, this study focuses on analyzing the implementations of international educational tour and their impacts on teachers and students via semi-structured interviews and documentary analysis. The results are as following： 1. The ideas of international educational tour at two high schools：to expand the international horizon and learn beyond classroom and textbook knowledge. 2. The implementations of international educational tour at two high schools：(1)The pre-event planning program helps students to learn more in the activity. (2)One-way exchange and two-way exchange are the way of implementation of international educational tour. (3)The itinerary features are school visit and homestay experiences. (4)The teachers guide the students to learn in the activity by different ways. (5)The buddy system helps students to deepen their exchange. (6)After the end of the event, sharing meetings will help students catch the points in the activity. (7)The establishment of the executive team and the experience of carrying out the mentoring system will help the operation of the activities and teacher empowerment. 3. The impacts of international educational tour to teachers including they can broaden their horizon and put the experience to teaching. In the analysis of interviews, teachers who are not involved in also agree with the outcome of international educational tour and hope to join in the future. 4. The impacts of international educational tour to students include enhancing students’ transnational competence, for instance, student participants have better knowledge and skills on international horizon, cross-cultural understanding, human interaction, national identity, and international competence. Moreover, it also changes students’ attitude and thinking, motivation in learning, and future college entrance choice. The conclusion of this study could provide reference and suggestions for other international educational tours. To the international educational tour relations units can refer to implementation of the way, for example, two-way exchange, experience of carrying out the mentoring system, pre-event program, buddy system, training students' language skills, part of the itinerary to the students planning, sharing meetings, parent involvement for international educational tour. To the students, they can strengthen the interaction between buddies, strengthen language skills, experience the local daily life in-depth, and record details of experience in the tour. For further study, there are several suggestions. Surveys could extend to other areas; results could compare with other international exchange activities; activity impacts are tracked in the long term; further study is suggested to adapt other research methods or compare the international educational tours between public schools and private schools.