國民中學國際教育課程發展、實施與評估之研究

Research on the Curriculum Development, Implementation and Evaluation of International Education in the Context of Junior High School

徐煜政(Hsu Yu-Cheng)

指導教授 ： 蔡進雄

國立臺灣師範大學/教育學院/課程與教學研究所/碩士(2017年)

https://doi.org/10.6345/NTNU202203139

摘要

本研究旨在探討個案學校實施國際教育之現況，了解個案學校教師在進行課程內容設計時所遭遇的困境，以及教師對於國際教育之增能需求，最後建構「國際教育週」之課程方案，並評估其可行性，期望能整合個案學校資源，作為推動國際教育之主軸，未來進而發展成學校本位特色課程，以此作為個案學校或其他有意發展國際教育之學校在擬定國際教育課程發展策略之參考。
本研究採用個案研究法，以臺北市一所國中為研究對象，透過訪談及文件分析來蒐集研究資料。本研究歸納結論如下：
一、個案學校國際教育之實施現況是以「學校本位國際教育計畫」（SIEP）為基礎，同時國際教育的推動不只能引起學生學習動機及提升國際視野，還能改變教師的教學。
二、個案學校國際教育實施之困境為教師對於國際教育的認知有待提升，且課程發展受限於授課時數及教師員額的不足。
三、個案學校所建構「國際教育週」之方案能夠運用有限資源，整合個案學校過去已發展的國際教育課程，設定共同教學目標，營造國際化氛圍。
四、個案學校國際教育「國際教育週」之方案，經由評估推論，能夠作為未來個案學校發展學校本位特色課程之基礎。

關鍵字

國際教育 ； 個案研究 ； 學校本位國際教育計畫

並列摘要

This study aims to explore and discuss the current situation of the implementation of international education. It taps into the difficulties the participant school bumped into when designing the course content, from which the study also infers the need for the school staff’s enhancement of relevant capabilities. In particular, this study proposes a course project for “International Education Week” and assesses its feasibility, with which it is hoped that the resources of the participant school can be well organized and become the key to developing international education, as well as the school-based featured curriculum. The project would become a reference point for other schools that are also interested in international education.
The study takes on the case study method, targeted at one junior high school in Taipei. The data for research were collected through interviews and text analyses. The results are as follows:
1. The current situation of the participant school’s international education is based on the School-Based International Education Plan (SIEP). Its implementation not only motivates the students to learn and broadens their international vision but also has an effect on the teachers’ instruction.
2. The difficult situation that the participant school faces is the teachers’ lack of cognition of international education. The development of relevant courses is impeded by the small numbers of teachers and their teaching hours.
3. The project of “International Education Week” as developed by the participant school can make use of limited resources in school and integrate with previously-suggested international education courses. It helps set up shared instructional goals and create an international atmosphere.
4. The project of “International Education Week” can serve as the foundation for the development of the school-based featured curriculum in the future.

並列關鍵字

International education ； case study ； School-based International Education Plan

參考文獻

陳佩英（2009）。一起學習、一起領導：專業學習社群的建構與實踐。中等教育，60（3），68-88。

黃冠勳（2014）。國民中小學推動國際教育之迷思與困境。學校行政雙月刊，92，164-181。

中文部分

王勝忠（2017）。全球視野，在地實踐-淺談國際教育的翻轉概念。臺灣教育評論月刊，6（5），101-104。

王澤瑜（2013）。臺北市中學推動國際教育融入課程之個案研究（未出版之碩士論文）。國立臺灣師範大學教育政策與行政研究所，臺北市。