應用國際網路專題導向式合作學習課程促進中小學學生全球勝任力效能之探討

The Efficacy of Global Networked Collaborative PBL Courses on Fostering Global Competence among Pupils

為了因應全球化的浪潮與提昇國際競爭力，如何培養學生之全球勝任力的議題正日漸受到重視，因此，本研究提出國際網路專題導向式合作學習課程的學習模式，此學習模式要求中小學學生在一個國際化的虛擬學習環境中共同探討與應對聯合國所倡議的全球永續發展的相關議題。本研究之目的，係採用實證研究方法，驗證國際網路專題導向式合作學習課程的學習模式是否能增進學生的全球勝任力。本研究首先完成了四門國際網路專題導向式合作學習課程的設計，並建置於一個國際化的網路合作學習平台中，接著邀請世界各地有興趣的中小學學生以小組的方式參與10 週的課程活動。為了評量課程活動在培養全球勝任力上的效能，本研究發展出一個全球勝任力專家量表，並以前、後測的方式請求小組帶隊的教師為其組員填寫量表。此全球勝任力專家量表共分為洞察力、體認力、溝通力、與實踐力四個向度。研究結果顯示，本研究所提出的學習模式，可以顯著提昇學習者的全球勝任力。

 

It is on the spotlight currently in education regarding how to nurture global competence in K-12. The study proposes the learning genre of global networked collaborative project-based learning for meeting the goal. The genre places students in a virtual learning environment with a global context and encourage them to deal with sustainable development goals, which was initiated by United Nations in 2015, in a joint effort collaboratively. The goal of the study is to verify by incorporating empirical methodologies whether the genre could foster global competence or not? First, four designated project-based learning courses were designed and implemented on a renown international collaborative learning platform. International participants then were recruited in an open manner and took part in the learning tasks of the courses online for 10 weeks in a team-based format. For assessing the performance in global competence, a rubric was developed and administered in pretest and posttest fashion, which were responded by teachers of the participating teams for all team members individually before and after the courses respectively. The criteria of the rubric are composed of four pillars, which are Investigate the World, Recognize Perspectives, Communicate Ideas, and Take Action. Results of the data analysis reveal that the proposed learning genre raises global competence significantly.