國民小學國際教育交流典範學校課程設計個案分析

A Case Study on International Education Curriculum Design in One Elementary School in Taiwan

我國中小學國際教育1.0檢討發現，國際交流學習活動成效易受批評或質疑，如國家認同目標不受重視、交流深度不足等，以致無法達成國際教育目標。本文研究旨在探究國際交流方式推動國際教育的課程設計，期能提供未來實施國際教育2.0學校進行國際教育課程規劃的課程設計參考。研究者以國際教育交流典範小學為例，採個案研究，以文件分析方式檢視該校國際教育課程內涵。研究結果發現該校課程設計具有兩項特色：（一）建構全校實踐國際交流專案之國際教育校本課程；（二）課程發展與教學與國際交流兩軌靈活彈性互用的校本國際教育課程內涵。本研究進一步萃取該小學「課程活動化」與「活動課程化」概念之課程設計策略，可為國際教育2.0推動策略之參考。

This case study discussed one international education curriculum design model, with an illustrative analysis of an honor-awarded elementary school for its excellence in international education program in Taiwan. This research was conducted with the use of document analysis. This result found that two significant features were identified in its curriculum design. First, this school created a school-based international education curriculum in the spirits of school-based curriculum design and the goals of ''White Paper on International Education for Primary and Secondary Schools 1.0'', characterized by its integrating global PBL exchange projects into the interdisciplinary teaching of all levels and at full scale. In this way, all the students could access to international learning easily in daily context. Secondly, on one hand, it took advantage of interdisciplinary curriculum teaching and learning to deepen the depth of students' learning on global PBL projects, further to enrich and improve their international education knowledge, skills, and attitude. On the other hand, these global PBL exchange projects added substantial incentive to motivate students to do further inquiry or investigate on international issues to add authenticity to students' learning. In conclusion, it was suggested that the interchangeable applications of both curriculum integration and international exchange strategies could serve as the reference for those schools interested in future implementing curriculum design of ''White Paper on International Education for Primary and Secondary Schools 2.0''.