臺灣公立高中實施國際文憑預科課程(IBDP)之個案研究

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2023

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隨著各項國際教育政策的發佈,臺灣各級學校紛紛配合國家政策於課程中融入國際教育元素。時下臺灣各級學校引入各類型的國際課程,讓本國學生在升學方面有更多元的選擇,也讓有赴外升學需求的學子能夠在完成中學教育後順利接軌赴外升學。本研究以X高中為個案,探討個案學校選擇實施國際文憑預科課程的因素、實施歷程、特色、面臨之困境及其解決方案,以作為未來有意於校內設置國際文憑預科課程之學校的參考依據。本研究以質性研究進行,透過訪談法與文件分析法蒐集研究資料,並結合文獻探討之內容,得出以下結論:一、個案學校配合臺北市教育局的教育國際化政策,利用學校辦理英語資優班的資源及學校的全球化發展願景,引入與十二年國教教學理念相通的國際文憑預科課程。二、個案學校的國際文憑預科課程實施歷程分為三個階段,分別為參與培訓工作國防、遞交申請文件的戰略實施階段,完成團隊組建、師資培訓、校園情境建設、課程架構建置及課程落實規劃的課程啟動階段,正式招生進入課程教學中的課程實施階段 三、個案學校的國際文憑預科課程的特色包含與108課綱課程不同的教學、評量與升學方式及與私立學校國際課程不同的入學管道、課程進行方式與學費等。 四、個案學校實施國際文憑預科課程的影響包含在學校整體層面的提升學校知名度、建設國際化的校園環境及引入外籍師資與課程,同時透過各項教學資源的引進激勵了教師個人的專業發展,更也帶動了學生學習方式的轉變。 五、個案學校的國際文憑預科課程實施面臨了政策法規限制、教師負擔加重、雙語師資缺乏、學生適應、校園環境與經費限制及本國升學管道限制等問題。 根據前述研究結果,本研究進一步提出對公立高中實施國際文憑預科課程、教育主管機關及後續研究的建議
This study takes X High School as a case study. This study explores the factors that led high school X to implement the International Baccalaureate Diploma Programme, the process of implementing the International Baccalaureate Diploma Programme, the characteristics of the course implementation, the difficulties faced and the solutions. This study can provide a reference for schools in Taiwan that intend to set up the International Baccalaureate Diploma Programme in the future.This study was conducted using qualitative research methods, collecting research data through interviews and document analysis.. The following conclusions are drawn from the content of the literature discussion and the results of data analysis.1.The case school utilizes resources from its English gifted education program and the school's global development goals to implement the International Baccalaureate Diploma Programme that aligns with Taiwan's Curriculum Guidelines of 12-Year Basic Education, in accordance with the Department of Education, Taipei City Government's international education policy. 2.The implementation process of the case school's International Baccalaureate Diploma Programme unfolds in three stages: first, the strategy implementation stage which the school participates in training and strategic planning,and the submission of application documents. Second, the course start-up stage which the school completes the team formation, faculty training, campus environment development, curriculum structure establishment, and curriculum planning stages.The final stage is the curriculum implementation stage when the school enters formal enrollment and starts teaching.3.The distinctive features of the case school's International Baccalaureate Diploma Program include different teaching methodologies, assessment methods, and pathways to higher education compared to Taiwan's National Curriculum, and the enrollment methods, course implementation methods, and course fees that are different from international courses of private schools. 4.The implementation of the International Baccalaureate Diploma Programme at the case school has led to various impacts. These encompass an overall enhancement of the school'sreputation, the establishment of an internationalized campus environment, and the introduction of foreign faculty and curriculum. Simultaneously, the introduction of various teaching resources has motivated teachers' individual professional development and prompted a transformation in student learning methods. 5.The implementation of the International Baccalaureate Diploma Program at the case school faced various challenges, including constraints related to policy and regulations, increased teachers' workload, a shortage of bilingual teachers, students' adaptation problems to new courses, insufficient classrooms for running modular system course, excessive funding, and difficulties faced by graduates in accessing domestic higher education.Based on the research results, this study makes recommendations for public high schools and education authorities on the implementation of the International Baccalaureate Diploma Program, as well as subsequent research recommendations.

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公立高中, 國際文憑預科課程, 課程實施, public high school, International Baccalaureate Diploma Programme, curriculum implementation

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