國中生國際教育學習經驗探究

Abstract

本研究旨在了解國中生對於國際教育的看法、學習經驗與學習成果，並探討可能影響國中生國際教育學習經驗的因素，並於最後提出建議提供中小學學校教育人員實施國際教育之參考。本研究以臺北市一所公立國中二年級和三年級共21名學生為研究對象，採用個案研究，透過訪談、觀察、問卷調查與文件分析的方式來蒐集資料。根據研究發現，本研究結論如下：

壹、學生對國際教育的定義、內容和學習方法能提出自身的見解，學生眼 中的國際教育是實用且具高度學習價值的。 貳、學生認為教師在教導國際教育教育課程時，教學活動較一般課程多 元，增加學生主動參與和與同儕互動的機會。 參、學生認為國際教育課程的教材內容較生活化，且能與學生生活連結。 肆、學生認為國際教育的學習方法翻轉了以往被動接受的學習型態，轉變 為主動學習的方式。 伍、學生認為國際教育的多元評量方式讓學生在評量過程中學習成長，在 評量後獲得回饋。 陸、學生認為在參與學校國際教育課程及活動後，「國家認同」、「國際 素養」方面獲得提升，但「全球競合力」及「全球責任感」目標則無 明顯進步。 柒、學生認為「國際交流」的學習效益大。 捌、「學生個人特質」、「家庭背景」、「教師教學」、「學校環境」、 「社會文化脈絡」等因素，可能影響學生的國際教育學習經驗。

The purpose of this study is to understand junior high school students' perspectives about international education, learning experience, learning outcome, and to discuss the factors that might affect students’ international education learning experience. Based on the conclusions, this study provides some suggestions about the implementation of international education for educational related personnel in primary and secondary schools. This study involved 21 students from the second and the third grade of a public junior high school in Taipei City. Case study was applied and the researcher collected data through interviews, observation, questionnaires and document analysis. The conclusions were as follows:

1. Students have their own interpretations about definition, content of the curriculum,and learning methods of international education. Learning international education is practical and highly valued for students. 2. Students think that teachers employ varied classroom activities and pedagogical methods in the teaching of international education courses. Opportunities for active involvement and interaction with peers in lessons increase. 3. Students think that the content of international education curriculum can connect with their everyday lives. 4. Students think that the ways of learning international education is different from passive acceptance in the past and it change into active learning. 5. Students think that the multiple assessment of international education helps students grow in the process of assessment, and get feedback after the assessment. 6. Students think that their “national identity” and “global awareness” have improved after participating in the school's international education programs and activities, but there has been no significant improvement in “global competitiveness” and “global responsibility.” 7. Students think that “international exchange” has significant positive effects on learning effectiveness. 8. Factors such as “student characteristics,” “family background,” “teacher’s instruction and program design,” “school environment,” and “social and cultural context” may influence the students' international learning experience.