從教育全球化分析海外臺校之轉型：以泰國為例

在全球化潮流的刺激下，海外臺商為了鞏固子女的中文基礎與中華文化價值，又同時期許子女具備優異的英語能力與國際視野，多讓子女於小學階段進入海外臺灣學校體系就讀，中學階段則進入當地的國際學校體系。海外臺灣學校在如此範疇之下，要如何兼顧兩者以符合市場需求，勢必得面臨變革的挑戰。泰國中華國際學校（Thai-Chinese International School，TCIS）創校至今21年，早期加入海外臺校獲我國政府挹注經費補助，然而在課程與升學管道受限之下，為求學校營運順利而脫離海外臺校，發揮了海外學校在課程與教學、學生來源力求自主的特性，將視野由原先的臺商子弟教育型態逐漸轉變，透過在全球化競爭的趨勢建構出更具規模與特色的中、英、泰三語國際學校，同時也闡述了一種新型態的海外僑民教育。本研究採質性研究，旨從教育全球化的觀點，以泰國中華國際學校為研究對象，採文獻、文件分析及深度訪談蒐集資料，分析研究個案在創校歷程及轉型發展過程曾面臨的挑戰、困境、經驗與具體因應之道，以期作為海外僑民教育發展深化國際視野之參考。本研究共計訪談創校董事會成員、曾任及現任臺籍與泰籍教職員、臺泰兩地教育部官員、駐外館處人員共17名人士，訪談資料經討論分析，結論為泰國中華國際學校退出體系受到學生來源的挑戰；海外臺校設立及輔導辦法在泰國難以因地制宜；國內教育體系與國際接軌有落差，泰國的海外辦學者傾向美制的國際學校模式；泰國中華國際學校經營之道在於早期創立以臺灣教材的華語教學為學校重點特色，增加國際結盟，以維持在地的金字招牌；華文教學憑藉國際教育系統的升學橋樑，開創僑教新頁。最後，根據結論，研究者分別針對我國海外僑教辦學與未來有志從事僑校相關研究者提供建議，以供參考。

關鍵字

教育全球化；僑民教育；海外臺校；泰國中華國際學校

並列摘要

Under the current wave of globalization, Taiwanese business people residing overseas in Southeast Asian countries hope their children have a strong foundation in Chinese language, maintain Chinese traditional cultural values, and also pursuit excellent English ability and build an international perspective. They intend to enroll their children into Overseas Taiwan Schools from kindergarten to Year 6 and then transfer to international schools for the value of good English language skills in the higher educational environment. When considering these issues, how will the Overseas Taiwan Schools embrace the challenge to meet market demands? Thai-Chinese International School has been established for 21 years; it was joining in the system of Overseas Taiwan Schools, receiving advice and subsidies from Education department of the government of Taiwan. However, both the curriculum and channel to enter universities were both limited in the system of Overseas Taiwan Schools. Therefore, this school withdrew the system of Overseas Taiwan Schools for guaranteeing competition in the market. It has been defining and organizing for school autonomy, especially in the domains of curriculum and teaching, and student admissions. Through the global competitive challenges, it has also changed the original perspectives of the education for Taiwan businessmen’s children to the international schools with more highlights and features of three language teaching, which has elaborated a brand new page of overseas compatriot education. Based on the structure of case study, and according to the perspective of globalization of education, this study explored the development and transformation of Thai-Chinese International School. Data were collected through document gathering as well as in-depth interviews of school board members, current and former administrators and teachers, Thai and Taiwan government officials. Hopefully this study can be a reference for overseas compatriot education in international perspective, and this case may become a consultation on transformation of Overseas Taiwan Schools or overseas school missions. The findings of this study are summarized as follows: 1. Thai-Chinese International School has been challenged with student admission when encountering the dilemma of staying or withdrawing the Overseas Taiwan School System. 2. The acts of establishment and advice of Overseas Taiwan School are difficult to suit the local conditions in Thailand. 3. Taiwan’s national education system has gaps with international standards, and the overseas school board intend to run an international school based on American curriculum. 4. The key factors that TCIS’ management rely on school major feature of applying Taiwanese teaching materials, joining more international school unions, and maintaining good reputation in the local area. 5. Chinese language teaching via the international education system for further education may turn a new page on overseas compatriot education. According to the research results, this study has concluded some suggestions to the overseas school boards and future researchers in overseas compatriot education.

並列關鍵字

Globalization of Education ； Overseas Compatriot Education ； Overseas Taiwan School ； Thai-Chinese International School

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