全球公民素養的學習成效之探究──以連結至社區機構實作為途徑

Examining the Learning Outcomes for Global Citizenship by Connecting to Practice in Community Organizations

全球化對世界的重大影響下，增進大學生全球公民素養至關重要。本文以大學校院之「全球化與公民素養」課程，進行教學實踐研究。從知識論和教學論的觀點，闡述教學規劃因由；課程中，提供學生參與社區機構實作的學習經驗，幫助大學生更瞭解真實社會場域與全球化的對應。本文採用行動研究並有多元資料蒐集方法，探究大學生全球公民素養之學習成效，包括其社區機構實作的經驗。本文結論：（一）就學習者學習表現而言，通識課程結構的學科知識承載程度，是確保學習者學習成效的重要基礎；（二）全球公民素養認識論的深化上，透過整體的課程規劃和教學實施，學生在知能和行動上獲得學習進展，但是，對於跨國議題或批判意識的學習，仍有挑戰性；（三）社區機構實作的學習經驗上，此經驗有助於學生將全球認知延伸到社會行動，同時培養學生團隊合作相關知能。

Globalization has a major effect on the world, necessitating the enhancement of global citizenship among university students. This paper examines the teaching practices involved in the Globalization and Citizenship course in university settings. It outlines the rationale for program planning from epistemological and pedagogical perspectives. This course enables students to participate in community organizations, thereby enhancing their understanding of globalization in real life. In this study, the author used an action research method and multiple data collection techniques to explore the experiences and performance of college students in acquiring global citizenship, including their experiences in connecting with community organizations. The research findings are as follows. First, in terms of learners’performance, the foundational subject knowledge provided by the general curriculum is crucial for ensuring successful learning outcomes. Second, in terms of deepening the epistemology of global citizenship competences, while the curriculum’s planning and teaching design enable students to acquire relevant skills and actions, understanding transnational topics or developing critical consciousness poses additional challenges. Third, regarding learning experiences in community organizations, these experiences not only broaden students’global understanding but also foster their knowledge of teamwork and promote social action.