臺北市中學推動國際教育融入課程之個案研究

Abstract

本研究旨在瞭解個案學校實施國際教育融入課程之現況、探究個案教師對國際教育的認知理解與其對課程內容設計的影響、瞭解教師對於課程與學生參與機會的看法，以及瞭解個案學校學生於國際教育融入課程的參與機會與學習感受，並於最後提出建議作為教育行政機關、中小學學校與教育相關人員實施國際教育之參考。 本研究採用個案研究，以一所臺北市高級中學與國民中學作為個案研究對象，並透過訪談法、觀察與文件分析方法來蒐集研究資料。本研究歸納結論如下： 壹、在規劃及實施國際教育融入課程與教學活動，個案國中重視透過國際教育凝聚 學校本位認同，而個案高中則較強調培養面對全球化社會之國際素養。 貳、在國際教育融入課程的實施方式，個案高中以選修課程有系統地推動國際教 育，而個案國中則是以學校特色來發展多元樣貌的課程與教學活動。 參、個案學校教師對國際教育的認知與詮釋不盡相同，且個案學校教師的國際教育 理念會影響其規劃國際教育融入課程與教學活動之內容方向。 肆、個案教師對國際教育融入課程之教學成效感到滿意，但個案高中教師認為可再 調整課程的內容與執行模式，而個案國中主任則是希望可再增加課程執行面的深 度與廣度，以及思考如何評量學校實施國際教育的成效。 伍、個案學校受訪教師認為推動國際教育過程的行政工作量負荷量過大，且面臨經 費資源不足的問題。 陸、個案學校國際教育融入課程有不同的參與制度與條件，因此學生在課程參與機 會上並非完全相同，個案高中學生以電腦選填志願方式選課，其參與課程的機會 較為相同，而個案國中學生的課程參與機會則視參與門檻與否而不同。 柒、受訪學生對於國際教育融入課程與相關教學活動之學習感受呈正向看法。The purpose of this study is to understand the current situation of international education integrated curriculum promoted in the case schools, to explore the case teachers' cognitive understanding of international education and its influence on curriculum design, to understand the teachers' views on the curriculum and the opportunities for students to participate in the curriculum, as well as to understand the opportunities for school students to participate curriculum and the learning feelings of the case students. Lastly, based on the study conclusions, this study provides some suggestions for educational administration authority, primary and secondary schools, and related personnel. This is a case study. The subjects of this study are one senior high school and one junior high school in Taipei. The related information of study is collected through interviews, observation, and document analysis. The conclusions of this study are as following: 1. About the planning and implementation of the international education integrated curriculum and teaching activities, the case junior high school seeks to enhance school-based identity by promoting international education, and the case senior high school puts emphasis on international awareness training in order to face the global society. 2. In the implementation methods of international education integrated curriculum, the case senior high school promotes international education systematically by selective courses, and the case junior high school has one of the basic of school characteristics to develop diverse curriculum and teaching activities. 3. The case school teachers' cognition and interpretation of international education is not the same, and the case school teachers' concept of international education will affect its planning and direction of the contents of international education integrated curriculum and teaching activities. 4. The case teachers are satisfied with the effectiveness of teaching of international education integrated curriculum, but the case senior high school teacher thinks the implementation method and the content of international education integrated curriculum still need to improve. The case junior high school teacher hopes the depth and breadth of curriculum implementation needs to increase and figure out how to evaluate the effectiveness of international education. 5. The case teachers think that the load of promoting school international education administrative work is huge, and facing the challenge of insufficient financial resources. 6. The basis for case schools having different forms of courses is that they have different participation systems and conditions, and this makes the opportunities for school students to participate in the curriculum varied. The case senior high school students choose courses by their will and computer system, so their opportunities for participation is the same, but the case junior high school students’ opportunities for participation varies and depends on participation threshold or not. 7. The students interviewed have positive views about learning experience of international education integrated curriculum and teaching activities.