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| Title: | 國民小學全球公民教育指標建構與應用之研究
A Study on the Construction and Application of Global Citizenship Education Indicators for Elementary Schools |
| Authors: | 劉林榮
Liu, Lin-Jung |
| Contributors: | 陳木金
郭昭佑
Chen, Mu-Jin
Guo, Chao-Yu
劉林榮
Liu, Lin-Jung |
| Keywords: | 全球公民教育
模糊德懷術
指標建構
IPA
Global Citizenship Education
Fuzzy Delphi Method
Indicator Construction
Importance/Performance Analysis |
| Date: | 2023 |
| Issue Date: | 2023-12-01 10:38:22 (UTC+8) |
| Abstract: | 聯合國教科文組織（UNESCO）於《2030年永續發展目標》中明確定義了全球發展的方向，並特別強調了教育的關鍵性。對此，臺灣在2019年提出了「臺灣永續發展目標」，並將全球公民教育、性別平等教育和人權教育納入學校教學中，重視培養學生的國際視野及全球公民精神。基於此背景，本研究的目的是設計一套「國民小學全球公民教育指標」，並研究臺北市國小教育工作者對此指標知覺重要性的程度、評估表現情形，以及二者的差距。此外，也探討不同背景的教育工作者在這些指標觀點上的差異。
本研究透過文獻蒐集、適切性評估問卷(專家效度)、模糊德懷術問卷分析及IPA分析，以回應研究之目的。本研究結果顯示，建立了5個層面、10個向度及47個指標項目的全球公民教育指標。這些指標不僅能作為學校實踐全球公民教育的參考，也可供教育主管機關訂定課程綱要時參考。現場教育工作者普遍認為這套指標的重要性為「高」，而他們對於「國民小學全球公民教育指標」的表現情形評估為「中高」程度。在IPA策略矩陣中，最需要優先改進的項目是屬於「自立互助共好」的層面，具體的向度是「獨立完成」和10個指標項目。經過t檢定和ANOVA分析，發現現場教育工作者在不同背景變項中，對指標重要性/表現情形的知覺與評估並無明顯差異，表示不同背景的教育者在此認知上持有相近的看法和認知。
The United Nations Educational, Scientific and Cultural Organization (UNESCO) has explicitly defined the direction of global development in its "Sustainable Development Goals for 2030," emphasizing the critical role of education. In response, Taiwan introduced the "Taiwan Sustainable Development Goals" in 2019, incorporating global citizenship education, gender equality education, and human rights education into school curricula, focusing on nurturing students' international perspectives and global citizenship. Against this backdrop, the aim of this study is to design a set of "Global Citizenship Education Indicators for Elementary Schools" and to investigate the perceived importance, performance evaluation, and the gap between the two among educational workers in Taipei City elementary schools. Additionally, the study explores the differences in these indicators among educators with different backgrounds.
This study employs literature review, expert validity assessment, Fuzzy Delphi Method questionnaire analysis, and Importance-Performance Analysis (IPA) to address the research objectives. The results reveal a framework of global citizenship education indicators consisting of 5 dimensions, 10 sub-dimensions, and 47 specific indicators. These indicators serve not only as a reference for schools implementing global citizenship education but also as a guideline for educational authorities in curriculum planning. On-site educational workers generally perceive the importance of these indicators as "high," and their performance evaluation is rated as "moderate to high." In the IPA strategy matrix, the items that need priority improvement belong to the "Self-Reliance and Mutual Aid" dimension, specifically the "Independent Completion" sub-dimension and 10 indicators. T-tests and ANOVA analyses indicate no significant differences in the perception and evaluation of indicator importance/performance among educational workers with different background variables, suggesting a similar understanding and cognition across different educators. |
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| Description: | 博士
國立政治大學
教育學系
110152502 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0110152502 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
|
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| 250201.pdf | | 4874Kb | Adobe PDF | 0 | View/Open |
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