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Title:	由全球公民素養分析我國國際教育政策之實施─以臺北市國民小學為例 An Analysis of International Education Policy from the Perspective of Global Citizenship- Case of Taipei Elementary Schools
Authors:	許筱由 Hsu,Hsiao Yu
Contributors:	陳榮政 Robin J. Chen 許筱由 Hsu,Hsiao Yu
Keywords:	國際教育全球教育全球公民素養 international education global education global citizenship
Date:	2016
Issue Date:	2016-08-09 14:35:27 (UTC+8)
Abstract:	全球化趨勢興起，國際組織紛紛思考未來人才應具備何種全球公民素養。本研究分析全球公民素養意涵，必須具備知識理解力、成就良好的表達合作力，並秉持自省的適應行動力，以作為全球公民應具備的特質。此外，探究當前世界國際教育之意涵，發現國際教育與全球教育的內涵有諸多雷同之處。當國際教育逐漸重視全球教育強調的責任感，國際教育必須回應全球公民素養的自覺意識，是以，全球公民素養教育可以豐富國際教育的深度，並為國際教育指引一條新出路。本研究透過深度訪談法，嘗試釐清對全球公民素養的看法及探詢可茲運用於國際教育的方式，同時並試著詮釋學校國際教育之政策理解與執行現況。歸納本研究結論有四點：（一）國際組織之全球公民素養精神應可符應我國國際教育政策目標；（二）SIEP四軌政策可做為我國實踐全球公民素養之指引作為；（三）發展國際教育政策之核心價值重於繁複之行政制度設計；（四）全球公民素養納入學校願景以發展全學校模式國際教育。最後，並根據推動國際教育之實務、政策規劃、未來研究提出相關建議。 The increasingly globalized world has promoted numorous discussions over global citizenship we need for the future among international organizations. This study anaylzes that a global citizen should consist of “learning of cognitive knowledge”, “well understanding and participanting in team work”, and “takeing necessary actions to practice”. In addition, while exploring international education, we found that international education is now bearing some resemblance to global education.International education must raise more awareness on global responsibility. Therefore, the global citizenship education could provide a new path for international education and enhance its implication. Through in-depth interview, this study seeks to picture the conceptual clarity of global citizenship and how effectively implement it to internatioanal education. Also, the study tries to explore how Taiwan’s international education policy was applied to Taipei’s primary schools. To conclude the four finds are: (i)the concept of global citizenship of international organizations could correspond Taiwan’s international education policy; (ii)SIEP international policy could be used as guidelines for global citizenship education in Taiwan; (iii)developing the coherence value of international education policy is more important than designing complicated administrative system; (iv)global citizenship should be embeded in school vision to stimulate a whole-school planning of international educaiton.
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