全球觀點：全球教育與台灣英語教育的結合

Global Perspectives: Making Connections Between Global Education and Taiwan’s EFL Classrooms

此研究探討全球教育學習與台灣英語教育的關連。本研究乃根據台灣北部某大學一門為期一學期之英語選修課所蒐集的資料而來。此門課的主要目的之一是藉由教導「全球教育」中的概念及議題，發展學生的全球觀點。本研究主要探討議題有二：（一）對學生而言，何謂全球教育學習？（二）全球教育學習與學生之世界觀的關係為何？本研究資料蒐集期間共兩學期（94 學年度上、下學期），參與者為選修此課程的學生，包括84 組開放式問卷調查、8 次深入訪談及授課教師（即研究者）的反思日誌。研究結果顯示，「全球教育學習」可幫助學生發展多元觀點、提供學生對自身經驗及觀點反思的機會、以及擴展其世界觀。根據研究結果，研究者提出相關的教學與研究建議。

This study explores the learning of Global Education (GE) and its relationship with Taiwan’sEnglish as a Foreign Language (EFL) classrooms. The study was based on the data collectedfrom a one-semester, elective EFL course offered at the university level in northern Taiwan.One of the main purposes of the course was to teach concepts and issues of GE to developstudents’ global perspectives. This study aims to explore：(1) what global learning means toEFL students and (2) what the relationship is between global learning and EFL students’understanding of the world. The data were collected from students taking the course duringthe 2005 school year (two semesters). The data mainly consisted of eighty-four sets ofopen-ended questionnaires, eight students’ interviews, and the instructor’s (i.e., the researcher)reflective journals. The study found that global learning helped develop EFL students’multiple perspectives, provided them with opportunities to be reflective of their ownexperiences and perspectives, and broadened their concepts of the world. Based on thefindings, some pedagogical and research implications are provided.