推動國際教育2.0於新課綱教育現場的意義與因應作為

The Meaning and Implementation of International Education2.0 in the New Curriculum Guideline Field

在國際化及全球化趨勢之下，學校迫切需要具備多元文化與國際理解能力的專業人才。爰此，教育部明定，自2020年至2025年，「國際教育2.0」將從人才培育、環境整備、對外機制進行內外部配套，以期達成培育全球公民、促進教育國際化、拓展全球交流之目標。本文從《十二年國民基本教育課程綱要》出發，以新課綱核心素養為觀察視角，試圖釐清「國際教育2.0」在新課綱發展中的脈絡定位，及其衍伸之教育現場的可能問題，進而提出可資參考的因應之道。文中指出，在教育現場推動國際教育2.0，不單單僅是課堂上議題的討論而已，它一方面承載新課綱培養終身學習者所需具備的核心素養，另方面也需要發展學校本位課程、自主學習、資訊科技、雙語教育的種種配套，甚至產官學民的支持網絡，方能竟其功。

The International Education 2.0, which will last for 6 years in total, is implemented from 2020 to 2025. The new Curriculum Guideline for 12-year basic education begins its implementation from the 2019 academic year. This article aims to present a study about the meaning lying behind the implementation of International Education 2.0 in the current new Curriculum Guideline field. This article has covered several issues in the implementation of International Education 2.0 in the current educational field. Firstly, in the new Curriculum Guideline field, besides continuing the social issues integrated instruction, more importantly, the International Education 2.0 also aims at providing an extra room for planning school-based international educational programs through the school-developed required course, the alternative curriculum, and the inquiry-practice program. Secondly, International Education 2.0 attempts to improve students’competitiveness with its involvement of bilingual education in teaching academic content. Meanwhile, this will assist students in acquiring core cultural values of their mother tongue and second language and further realizing the ideal of glocalization through their code-switching process in class. Thirdly, due to the pandemic of Covid-19, distant learning and online instruction have become the mainstream teaching methods in the current post-pandemic educational scene. Teachers’technological capabilities, together with students’cultivation of technological literacy and global mobility, sparkle in the cloud database. This enables students to become digital citizens utilizing engaging in international exchange programs and international concerns. Under the impacts of the Covid-19 pandemic, the international education and global issues, such theoretical concepts have now turned into actual practice in the real-life situation, making it inevitable for both students and teachers to face up the issues in the current society and to meet future challenges. They are thus capable of employing literacy-based learning in the new Curriculum Guideline, moreover, making a big stride forward in lifelong learning by their international and globalized perspectives.