獎項與光環的背後─學校本位國際教育推動的理想與現實

因應全球化的挑戰與國際化的需求，我國將中小學視為國際教育推展的關鍵階段，期盼透過國際教育推動的過程，培育瞭解國際社會、發展國際態度與相關知能的國際化人才。因此，本研究欲梳理學校現場推動國際教育的脈絡歷程，確認國際教育目標的落實情形，以及探究相關計畫政策所帶來的影響，勾勒其中理想與現實的落差。本研究主要採敘事研究的方式，以臺北市一所曾連續多年通過學校本位國際教育計畫、擔任國際教育任務學校與獲得國際學校獎升級認證的國民中學作為研究場域，以研究者擔任國際教育專責窗口的三年為主要研究時程，邀請學校教師們、學生與家長共同成為研究參與者，藉由觀察、訪談與文件分析等方式蒐集資料。本研究的主要發現如下：一、《中小學國際教育白皮書》是引領個案學校參與國際教育相關計畫與政策的關鍵，推動國際教育也成為小校翻身的新出路，校內缺乏共識和組織結構的限制皆為有待解決的難題。二、個案學校發展學校本位課程、採多元並進的策略與管道推動四軌面向，落實國際教育的目標，其中存在著教師缺乏專業動能與學生學習成效難以評估的問題。三、參與國際教育各項計畫政策、承擔任務學校的工作能為個案學校帶來獎項與光環，包括創造名氣、獲得經費挹注、提升競爭力與發揮國際教育雙向推動的作用。然而這些效益未能引發校內共鳴，少數教師的努力與多數教師的無感形成對比。四、雖然學校本位強調共塑願景和集體參與，然而個案學校在推動國際教育的歷程裡，實際參與國際教育推動的教師人數不多、課程不斷追求創新卻難以長久持續、語言是影響學生國際教育受益深淺的關鍵因素。本研究最後提供推動國際教育的相關建議與省思，期望我國在邁入「中小學國際教育白皮書2.0」新階段之際，能帶來啟示。

關鍵字

國際教育；學校本位國際教育計畫；國際教育任務學校；國際學校獎；敘事研究

並列摘要

In response to the challenges of globalization and the needs of internationalization, Taiwan regards primary and secondary schools as a key stage in the promotion of international education and looks forward to cultivating international talents who understand the international community, develop international status, and relevant knowledge through the process of international education promotion. Therefore, this study intends to sort out the context and course of the school’s on-site promotion of international education, confirm the implementation of international education goals, and explore the impact of related planning policies to outline the gap between ideal and reality. This research mainly adopts a narrative research method. It chooses a secondary school in Taipei City as the research subject which has passed School-based International Education Program (SIEP) for many consecutive years, served as a task force school of international education, and obtained the International School Award upgrade certification. The main research schedule is the three years that the researcher was responsible for international education as a contact person. School teachers, students, and parents are invited to join the research as participants. The researcher collects data through observation, interviews, and document analysis. The main findings of this research are as follows: 1. “The White Paper of International Education in Primary and Secondary Schools” announced by the Ministry of Education is the key to leading this case school to participate in plans and policies related to international education. The promotion of international education has also become a new way for small schools to turn themselves around. The lack of consensus within the school and the constraints of the organizational structure are problems to be resolved. 2. The case school develops a school-based curriculum, adopts diversified and concurrent strategies to promote the four-track orientation, as well as implementing the goals of international education. Among them, there are problems that teachers lack professional enthusiasm and students' learning effectiveness is difficult to evaluate. 3. Participating in various programs and policies of international education and undertaking the work of a task force school can bring awards and prestige to the case school, including creating reputation, obtaining funding, enhancing competitiveness, and playing the role in two-way promotion of international education. However, these benefits fail to reso nate within the school. The efforts of a few teachers contrast quite markedly with the insensitivity of most teachers. 4. The school-based curriculum emphasizes co-shaping a vision and collective participation, yet when the case school is in the process of promoting international education, the number of teachers who actually participate in the promotion of international education is not large. Besides, the continuous pursuit of innovation in the curriculum is difficult to sustain for a long time. Language is also the key factor which affects the extent to which students benefit from international education. This research finally provides relevant suggestions and reflections on the promotion of international education. It is hoped that Taiwan can bring enlightenment as it enters the new stage of "The White Paper of International Education in Primary and Secondary Schools v2.0".