課程圖像重建：學校全球教育課程發展之研究

Curriculum Pictures Reconstructed: A Research on School Curriculum Development for Global Education

顏佩如(Pey-ru Yen)

指導教授 ： 黃政傑博士 ； 甄曉蘭博士

國立臺灣師範大學/教育學院/教育學系/博士(2003年)

摘要

課程圖像重建：學校全球教育課程發展之研究
摘要
本研究旨在探討學校全球教育課程發展的合理性基礎與實施內涵，並透過探究全球教育融入國中英語課程的實施運作與成效，對於學校全球教育課程發展提出可行的建議，試圖重建學校課程圖像。本研究運用行動研究的方法，透過文獻分析、訪談、教室觀察、文件作品分析以及簡易的班級問卷，將課程行動研究規劃為前導研究與正式研究兩大階段，研究者經由此研究獲得許多研究省思與自我成長，並提出相關結論與建議如下：
壹、結論
一、全球教育的合理性基礎在於回應世界性問題與時代變遷的需求，貼近今日世界村生活。
二、全球教育的實施內涵應包含人類生存的所有範疇，包含六大目標－層面，運用「多元學科教育哲學」融入現行所有學科當中，以多元學科交互連結、跨學科的全球觀點、教與學的多元模式為一般原則，並運用相關配套措施改善全球教育實施情境，發揮潛在課程的影響。
三、學校全球教育班級教學實施需考慮到研究倫理與合法性，運用相關配套措施，全球教育課程的發展有助於學生發展獨立與多元的信念與觀點。
貳、建議
一、就全球教育哲理建構的而言，全球教育立論與內涵需回應到「世界性問題的解決」，而且因時因地制宜，並顧及「全球與本土關係的平衡」，關注自身的教育目的與內涵，培養全球系統的觀念，並以個人、家族、社稷、國家、國際等參與國際的思維與路線，建構全球教育世界意識。
二、就學校教育而言，學校全球教育課程發展應將全球教育轉化為「議題」、「概念」或「策略」，融入現有的各學校課程中，其內涵應包含全人類在世界生存的所有範疇，並從使用者導向的觀點規劃與實施，採科際整合取向融入策略，並參照「多元學科教育哲學的精神，採用多元學科交互連結與跨學科的全球觀點，採取教與學的多元模式，應重視多元觀點的建立，鼓勵以多元的方式展現學習成果，並運用社會運動的向度的分析來探究課程實施情境，以教師自我成長、建構學校革新機制、校外機構夥伴關係的鷹架協助，並於師範教育中加入全球教育的因子，改善課程實施情境，發揮潛在課程的影響。
三、對於課程行動研究之方法而言，行動研究者需深度的自省與對話，做好系統的資料蒐集與管理，避免對於研究期望過高，學習從本土文化角度發展全球教育課程，並須時時自我惕勵與樂觀進取，積極尋求在課程現場的合法性，並建立與研究諍友等的夥伴關係。

關鍵字

課程圖像重建 ； 全球教育 ； 課程發展 ； 課程融入 ； 行動研究

並列摘要

Curriculum Pictures Reconstructed: A Research on School Curriculum Development for Global Education
Abstract
This thesis mainly explored the rationale and practice of school curriculum development for global education, and tried to infuse the global education into curriculum practice in order to reconstruct curriculum pictures of schools in Taiwan and tried to give practicable suggestions for school curriculum development of global education. The study applied the action research method, and collected the data by literature review, interviews, classroom teaching observation, documents analysis, and simple class questionnaires and etc. In addition, the author infused the global education into the curriculum of English, guidance and assistance, boy and girl scouts and club activities in the pilot study. In the second stage, the author only infused the global education into the curriculum of English and related club activities in the formal study. The conclusions and suggestions are followed：
1. Conclusions:
Firstly, the rationale of curriculum development for global education mainly responded to the world issues and answered to the changing epoch, especially answered to the challenge of the politics and religions. The context of the globalization gave us the reflections that we hoped to bring reconciliation to the controversies and to promote the international peace. Moreover, the core viewpoint of global education was that pressed students close to the real world life nowadays.
Secondly, the contents of curriculum practice of global education should include the all categories of the humankinds’ existence. Moreover, the writer divided the contents of global education into six objectives and aspects and used the spirits of the multidisciplinary educational philosophy, the mutual connection of multi- subjects, the global views of inter-subjects and the multi-models of teaching and learning for global education. We also should add some global education factors into the training programs and education of initial teachers.
Thirdly, the researcher thought that we should considered the ethics and the legality of research in class teaching for global education and used useful measures to form a complete set to improve our teaching. Finally, students had developed their own beliefs and had diversifiable points of view about global education.
2. Suggestions：
Firstly, the basic argumentation and the contents of global education should answer to the problems- solving of the worldwide issues and they should be suitable to their own epoch and their own specific locations.
Secondly, the researcher suggested us to convert global education into issues, concepts and strategies and infused them into all the school subjects, include the all categories of the humankinds’ existence ,used the user-view trend to develop them. The writer also suggested to make use of the spirits of the multidisciplinary educational philosophy, the mutual connection of multi- subjects, the global views of inter-subjects and the multi-models of teaching and learning.
Thirdly, action researchers should have deeply reflections, dialogues and manage the data system well. We also should avoid to have much higher expectation, and try to develop global education form the aspect of local culture, and always find the research faithful partners to deliberate the study in other side.

並列關鍵字

curriculum pictures reconstructed ； global education ； curriculum development ； curriculum infusing ； action research

參考文獻

Becker, J. M. (1979). Schooling for a global age. New York: McGraw- Hill.

Bennet, C., Niggle, T., & Stage, F. (1989). Preservice multicultural teacher education: Predictors of student readiness. Paper presented at the Annual Meeting of the American Education Research Association, San Francisco, California.

Ben-Peretz, M. (1975). The concept of curriculum potential. Informal Section- Curriculum Theory Network, 5(2), 151-159.

Brown, P., & Lauder, H. (1996). Education, globalization & economic development. Journal of Education Policy, 11(1), 1-25.

Connelly, M. (1972). The functions of curriculum development. Interchange, 3(2-3), 161-177.