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| Title: | 台灣國際教育政策成效之探討—以國中教師為例
Evaluating Taiwan’s International Education Policy: The Case of Junior High School Teachers |
| Authors: | 許芝嘉
Hsu, Jhih-Jia |
| Contributors: | 林永芳
Lin, Yung-Fang
許芝嘉
Hsu, Jhih-Jia |
| Keywords: | 國際教育
國中教師
國際教育政策
International education
Junior high school teachers
International education policy
Global competence |
| Date: | 2023 |
| Issue Date: | 2023-03-09 18:46:11 (UTC+8) |
| Abstract: | 全球化浪潮下的世代，國際教育普及化嚴然成為全球發展教育的一大重點。 本研究探討台灣國中階段的國際教育政策宣導與執行成效，並且評估台灣國中教 師執行國際教育的現況與困難，以便瞭解國中教師是否具備國際教育的教學能力 因應國際教育的蓬勃發展。因此，本研究採文獻分析法整理國際教育發展脈絡， 並以半結構式訪談法取得 11 位公立國中教師的訪談資料呈現國際教育現況和提 供未來政策執行建議。
本研究第一階段針對國中教師的國際教育教學能力歸納八項能力指標:國 際教育的認知、暸解國際觀、對國際教育的正向態度、察覺學生的學習狀態並評 估其學習表現、國際教育融入課程之能力、具備外語能力、具備通訊科技應用能 力和專業社群合作能力。第二階段探討國際教育政策四個面向:國際教育政策、 國際教育融入課程與教學、國際教育教師專業發展和國際交流。綜合以上研究發 現，本研究對國際教育政策提出以下建議:一、國際教育政策需明確指出教育重 點並給予教師足夠的適應期。二、國際教育政策推行需加強對於基層教師的全面 宣導。三、國際教育政策應強制基層教師將國際教育融入各個學科領域。
Under the wave of globalization in the generation, the popularization of international education has become a major educational focus in the world. The research explores the outcome of international education policy advocacy and implementation in the junior high schools and evaluates the current situation and difficulties when Taiwanese junior high school teachers teach international education to understand whether they have the global competence to cope with the vigorous development of international education. Thus, the research takes the document analysis and the semi-structured interview to obtain data from 11 public junior high school teachers to present the current development of international education.
At the first level of the research, 8 global teaching competence indicators are summarized for junior high school teachers: ‘knowledge of international education’, ‘understanding the global perspective’, ‘positive attitude towards international education’, ‘awareness and assessment of students’ learning status’, ‘integration global issues into curriculum and teaching’, ‘skill of foreign language’, ‘skill of information and communication technology’, and ‘professional community cooperation’. The second level discusses four aspects of international education policy: ‘international education policy’, ‘international education integration into curriculum and teaching’, ‘international education teacher professional development’ and ‘international exchange’. Based on the above research findings, the research provides the following recommendations for international education policy: 1. Policy needs to be focused. 2. Strengthen the advocacy of grassroots teachers. 3. Integration international education into various subject. |
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| Description: | 碩士
國立政治大學
國際研究英語碩士學位學程(IMPIS)
106862003 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0106862003 |
| Data Type: | thesis |
| Appears in Collections: | [國際研究英語碩士學位學程] 學位論文
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| 200301.pdf | | 1280Kb | Adobe PDF2 | 53 | View/Open |
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