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題名 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作者 劉林榮
Liu, Lin-Jung貢獻者 陳木金<br>郭昭佑
Chen, Mu-Jin<br>Guo, Chao-Yu
劉林榮
Liu, Lin-Jung關鍵詞 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日期 2023 上傳時間 1-Dec-2023 10:38:22 (UTC+8) 摘要 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. 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國立政治大學
教育學系
110152502資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110152502 資料類型 thesis dc.contributor.advisor 陳木金<br>郭昭佑 zh_TW dc.contributor.advisor Chen, Mu-Jin<br>Guo, Chao-Yu en_US dc.contributor.author (Authors) 劉林榮 zh_TW dc.contributor.author (Authors) Liu, Lin-Jung en_US dc.creator (作者) 劉林榮 zh_TW dc.creator (作者) Liu, Lin-Jung en_US dc.date (日期) 2023 en_US dc.date.accessioned 1-Dec-2023 10:38:22 (UTC+8) - dc.date.available 1-Dec-2023 10:38:22 (UTC+8) - dc.date.issued (上傳時間) 1-Dec-2023 10:38:22 (UTC+8) - dc.identifier (Other Identifiers) G0110152502 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/148481 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 110152502 zh_TW dc.description.abstract (摘要) 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。 zh_TW dc.description.abstract (摘要) 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. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與待答問題 7 第三節 重要名詞釋義 8 第四節 研究方法與步驟 9 第五節 研究範圍與限制 14 第二章 文獻探討 17 第一節 全球公民教育意涵與相關理論 17 第二節 全球公民教育相關研究 50 ` 第三節 國民小學全球公民教育指標的初步建構 99 第三章 研究設計與實施 109 第一節 研究架構 109 第二節 研究對象 112 第三節 研究工具 115 第四節 實施程序 123 第五節 資料處理與分析 125 第六節 研究倫理 127 第四章 研究結果分析與討論 129 第一節 適切性評估專家效度結果與分析 129 第二節 模糊德懷術問卷結果與分析 134 第三節 重要性/表現情形問卷結果與分析 146 第四節 綜合討論 192 第五章 結論與建議 203 第一節 結論 203 第二節 建議 207 參考文獻 217 附錄 235 附錄一：國民小學全球公民教育指標建構適切性評估專家問卷 235 附錄二：適切性評估專家問卷（專家效度）評析意見彙整 242 附錄三：國民小學全球公民教育指標建構 模糊德懷術專家問卷 254 附錄四：國民小學全球公民教育指標 重要性/表現情形問卷 261 zh_TW dc.format.extent 4991604 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110152502 en_US dc.subject (關鍵詞) 全球公民教育 zh_TW dc.subject (關鍵詞) 模糊德懷術 zh_TW dc.subject (關鍵詞) 指標建構 zh_TW dc.subject (關鍵詞) IPA zh_TW dc.subject (關鍵詞) Global Citizenship Education en_US dc.subject (關鍵詞) Fuzzy Delphi Method en_US dc.subject (關鍵詞) Indicator Construction en_US dc.subject (關鍵詞) Importance/Performance Analysis en_US dc.title (題名) 國民小學全球公民教育指標建構與應用之研究 zh_TW dc.title (題名) A Study on the Construction and Application of Global Citizenship Education Indicators for Elementary Schools en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 一、中文書目 于承平 (2022) 。21世紀能力發展之理念與規劃。學校行政，(138)，150-178。 https://doi.org/10.6423/hhhc.202203_(138).0007 王文科 (2015)。教育行政與教育發展: 黃昆輝教授祝壽論文集。五南。 王俊斌 (2022)。複合性認同，全球素養與新多元文化教育。課程研究雜誌，17(1), 41-68。 王景坤 (2020)。國民小學數位公民能力指標建構之研究。〔博士論文，國立臺北教育大學〕。臺灣博碩士論文加值系統。 https://reurl.cc/1G3Gyp 樂黛雲 (2021). 跨文化之橋。北京圖書。 馮建軍、傅淳華 (2008)。多元文化時代道德教育的困境與抉擇。〔博士論文，南京師範大學〕。https://www.sinoss.net/uploadfile/2010/1130/9177.pdf 鄧毓浩 (2013)。台灣公民教育的發展。現代教育論叢，(5)，37-50。 黃政傑、林佩璇(2013). 合作學習。五南。 朱則剛 (2005)。加拿大媒體素養教育探討。圖書資訊學刊，3(1&2)，1-13。 https://doi.org/10.6182/jlis.2005.3(1.2).001 百科知識 (2022)。草船借箭。https://reurl.cc/kq3rn9 行政院國家永續發展委員會 (2019)。臺灣永續發展目標。https://reurl.cc/X4OZ7g 多元文化主義 (2022a)。載於維基百科。https://reurl.cc/KMAklR 何宏發、陳清煌 (2021)。我國小學學生的大數據學習資料分析研究：以英文字彙自主學習為例。數位學習科技期刊，13(3)，81-108。https://doi.org/10.3966/2071260x2021071303004 吳明烈 (2003)。新學習文化的塑造與發展：終身學習取向。教育研究集刊，49(4)，127-152。https://doi.org/10.6910/ber.200312_(49-4).0005 吳采峰、張秀穗 (2015)。以英文可預測書進行讀寫整合教學對臺北市小五生英語寫作能力之影響研究。 跨文網：語言與文學研究，15(1)，c1-33。 吳政達(2005)。我國地方政府層級教育課責系統建構之評估：模糊德菲法之應用。教育與心理研究，28(4)，645-665。 吳剛 (2022)。跨文化教育。中國大百科全書。 吳清山 (2015)。教育名詞－實驗教育三法。教育脈動，(3)，152-153。 吳清山 (2020) 教育V辭書。元照。 吳清山 (2021)。學習羅盤。教育研究月刊，328。https://doi.org/10.53106/168063602021080328009 吳清山、王令宜、黃建翔. 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