高中國際教育專案課程轉化之個案研究

Abstract

為解決全球議題、維持國際間的團結和合作，國際教育逐漸受到世界的重視，教育部也強調國家教育必須因應全球化的趨勢來進行調整，在2011年和2020年陸續提出《中小學國際教育白皮書》和《中小學國際教育白皮書2.0版》，顯見推行國際教育的重要性。本研究由課程轉化的角度出發，探究教師如何在高中階段利用多元選修課程的彈性時間，以國際專案課程推動國際教育，及學生如何透過專案培養國際素養。本研究採個案研究，研究對象為一班高二多元選修課程的個案教師與16位學生，田野研究為期12週。本研究以文件分析、觀察和訪談探究教師對國際教育的知覺課程和運作課程，瞭解教師如何在高中多元選修課程中推動國際教育，運用國際專案課程深化學生學習，並透過發放「國際教育全球公民素養自評量表」及焦點團體訪談瞭解學生之經驗課程─對於課程的學習情形、收穫和心得。研究結果發現：1.在知覺課程面向，教師期望透過國際教育培養學生在國際化社會下所需的能力，且教師社群能支持教師推動國際專案課程；2.運作課程符合國際教育推行原則和專案式學習黃金原則的國際專案課程，能協助學生循序漸進的深入學習；3.在經驗課程面向，國際專案課程中學生能主導學習並培養高層次認知能力，然而也常遇到缺乏興趣動機、先備知識不足、小組分工合作效率不佳和對任務進程與品質控管不熟悉等挑戰。根據研究結果，國際專案課程中教師應在教師掌控度與學生自主性之間取得平衡，帶領學生經常反思、教導學生小組合作與進程規劃，並掌握專案時程以順利覓得國際交流對象。未來相關研究在研究主題上或可更加聚焦於國際專案課程中學生的學習經驗，並延伸討論如何協助學生解決學習上的困難，以及如何讓國際教育與學生的生活有更多的連結。

The Ministry of Education in Taiwan proposed the White Paper on International Education for Primary and Secondary Schools in 2011 and revisited it in 2020, emphasizing the need to align our national education with the trends of globalization. From the perspective of curriculum transformation, this study investigates how teachers perceive and construct courses and how students cultivate international-mindedness through international education projects. This case study applied observations, interviews, and documents to collect data, exploring the teacher’s perceived curriculum, operational curriculum, and the students’ experiential curriculum.The research results are as following: 1. In terms of the perceived curriculum, the teacher aims to develop students’ skills for an internationalized society through international education projects, with support from the international teacher community. 2. Regarding the operational curriculum, the international education project course, following the Gold Standard PBL, facilitates students in gradual and in-depth learning. 3. Concerning the experiential curriculum, students can take the lead in their learning and develop higher-order cognitive skills. Challenges include a lack of interest, insufficient knowledge, inefficient group collaboration, and unfamiliarity with task control.In conclusion, teachers of international education projects should strike a balance between control and student autonomy, encourage frequent reflection, teach students how to collaborate effectively, and manage project timelines for successful international exchange activities. Future research can focus on students’ learning experiences and explore ways to help them overcome difficulties, thereby connecting international education with students’ lives.