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題名 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作者 許芝嘉
Hsu, Jhih-Jia貢獻者 林永芳
Lin, Yung-Fang
許芝嘉
Hsu, Jhih-Jia關鍵詞 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日期 2023 上傳時間 9-三月-2023 18:46:11 (UTC+8) 摘要 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.參考文獻 Asia Society. 2008. “Going global: Preparing our students for an interconnected world.” New York, NY: Asia Society.Chen, I.-R. 2011. “Implementation and Future Development of International Education in Secondary Schools in Taiwan.” Bulletin of Educational Resources and Research, 50, 1-26.Chu, Chi-hua. 2013. “Reflecting on Taiwan’s International Education: An Analysis the White Paper of International Education in School.” Chiayi: National Chiayi University Journal of the Educational Research. No.30, 1-20.Chan, Sheng-ju. 2013. “International Education Policy: A Comparative Analysis between Central and Local Governments.” Taipei, 94.Canadian Bureau for International Education, CBIE. 2013. “About IE.” Retrieved November 10 2022, from: http://www.cbie- bcei.ca/about-ie/Chen, Mei-ju & Guo, Chao-yu. 2014. “The Curriculum toward an International Exchange Education: The Case of Information Technology as a Medium.” Educational Resources and Research, No.113, 171-203.Chen, Mei-ju & Guo, Chao-yu. 2017. “A Study on the Evaluation Practice of International Education.” Middle Education, 68(1), 22-40. 1 March. Retrieved from:http://rportal.lib.ntnu.edu.tw/bitstream/20.500.12235/81461/1/ntnulib_ja_L1001 _680 1_022.pdf.Cheng, Yan-ling. 2017. “The Five Abilities Needed to Embrace the World,” Commonwealth Magazine, No.365. November 16. Retrieved from: https://www.cw.com.tw/article/508596Crăciun, D. 2018. “National Policies for Higher Education Internationalization: A Global Comparative Perspective,” European Higher Education Area: The Impact of Past and Future Policies, 95-10.Chen, Hsu-heng. 2020. “The Study of the Promotion of International Education in Municipal Senior High Schools and Vocational High Schools in Taipei City.” Retrieved December 2 2022, from: http://nccur.lib.nccu.edu.tw/handle/140.119/131288Chiu, Julie. 2012. “The Ideologies in International Education in the Age of Globalization.” Journal of Curriculum Studies, Vol. 7 No. 2, 1-30.Cardon, Miguel & Blinken, Antony. 2020. “Joint Statement of Principles in Support of International Education.” EducationUSA Forum, 10 December 2022. 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國立政治大學
國際研究英語碩士學位學程(IMPIS)
106862003資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106862003 資料類型 thesis dc.contributor.advisor 林永芳 zh_TW dc.contributor.advisor Lin, Yung-Fang en_US dc.contributor.author (作者) 許芝嘉 zh_TW dc.contributor.author (作者) Hsu, Jhih-Jia en_US dc.creator (作者) 許芝嘉 zh_TW dc.creator (作者) Hsu, Jhih-Jia en_US dc.date (日期) 2023 en_US dc.date.accessioned 9-三月-2023 18:46:11 (UTC+8) - dc.date.available 9-三月-2023 18:46:11 (UTC+8) - dc.date.issued (上傳時間) 9-三月-2023 18:46:11 (UTC+8) - dc.identifier (其他 識別碼) G0106862003 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/143871 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 國際研究英語碩士學位學程(IMPIS) zh_TW dc.description (描述) 106862003 zh_TW dc.description.abstract (摘要) 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。 zh_TW dc.description.abstract (摘要) 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. en_US dc.description.tableofcontents Chapter 1 Introduction 11.1 Research Background and Motivation 11.2 Research Questions 81.3 Literature Review 101.4 Analytical Approach 251.5 Outline of Thesis 31Chapter 2 International Educational Policy 332.1 Concept of International Education 332.2 The Process of International Education in the World 412.3 Foreign Countries: Policies for Cultivating Students’ Global Competence 512.4 Taiwan’s International Education Policy and Purpose 63Chapter 3 Global Competence of Junior High School Teachers 743.1 Knowledge and Skills Teachers Needed under Globalization 753.2 Connotations of Teachers’ Professional Competence in International Education 833.3 Framework of Teachers’ Professional Global Competence 883.4 Analysis and Results 91Chapter 4 Assessment of International Education in Junior High Schools 1164.1 Current Situation of International Education Promotion 1164.2 Dilemma of International Education Promotion 1324.3 The Positive Influence of Teachers on International Education 1484.4 Discussion on the Promotion of International Education 152Chapter 5 Conclusion 158Bibliography 170Appendix I: Interview Outline (English) 179Appendix II: Interview Outline (Chinese) 181 zh_TW dc.format.extent 1310801 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106862003 en_US dc.subject (關鍵詞) 國際教育 zh_TW dc.subject (關鍵詞) 國中教師 zh_TW dc.subject (關鍵詞) 國際教育政策 zh_TW dc.subject (關鍵詞) International education en_US dc.subject (關鍵詞) Junior high school teachers en_US dc.subject (關鍵詞) International education policy en_US dc.subject (關鍵詞) Global competence en_US dc.title (題名) 台灣國際教育政策成效之探討—以國中教師為例 zh_TW dc.title (題名) Evaluating Taiwan’s International Education Policy: The Case of Junior High School Teachers en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Asia Society. 2008. “Going global: Preparing our students for an interconnected world.” New York, NY: Asia Society.Chen, I.-R. 2011. “Implementation and Future Development of International Education in Secondary Schools in Taiwan.” Bulletin of Educational Resources and Research, 50, 1-26.Chu, Chi-hua. 2013. “Reflecting on Taiwan’s International Education: An Analysis the White Paper of International Education in School.” Chiayi: National Chiayi University Journal of the Educational Research. No.30, 1-20.Chan, Sheng-ju. 2013. “International Education Policy: A Comparative Analysis between Central and Local Governments.” Taipei, 94.Canadian Bureau for International Education, CBIE. 2013. “About IE.” Retrieved November 10 2022, from: http://www.cbie- bcei.ca/about-ie/Chen, Mei-ju & Guo, Chao-yu. 2014. “The Curriculum toward an International Exchange Education: The Case of Information Technology as a Medium.” Educational Resources and Research, No.113, 171-203.Chen, Mei-ju & Guo, Chao-yu. 2017. “A Study on the Evaluation Practice of International Education.” Middle Education, 68(1), 22-40. 1 March. Retrieved from:http://rportal.lib.ntnu.edu.tw/bitstream/20.500.12235/81461/1/ntnulib_ja_L1001 _680 1_022.pdf.Cheng, Yan-ling. 2017. “The Five Abilities Needed to Embrace the World,” Commonwealth Magazine, No.365. November 16. Retrieved from: https://www.cw.com.tw/article/508596Crăciun, D. 2018. “National Policies for Higher Education Internationalization: A Global Comparative Perspective,” European Higher Education Area: The Impact of Past and Future Policies, 95-10.Chen, Hsu-heng. 2020. “The Study of the Promotion of International Education in Municipal Senior High Schools and Vocational High Schools in Taipei City.” Retrieved December 2 2022, from: http://nccur.lib.nccu.edu.tw/handle/140.119/131288Chiu, Julie. 2012. “The Ideologies in International Education in the Age of Globalization.” Journal of Curriculum Studies, Vol. 7 No. 2, 1-30.Cardon, Miguel & Blinken, Antony. 2020. “Joint Statement of Principles in Support of International Education.” EducationUSA Forum, 10 December 2022. 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