國際文憑組織（IB）國際學校兒少華語教學如何在選材與教學上落實國別化與國際情懷

How to implement country-specific approaches and international mindedness in the selection and teaching of Chinese language resources and curriculum for children in International Baccalaureate Organization international schools

本研究旨在探討兒少華語教學在國際文憑組織的國際學校如何落實教材與教學的國別化與實踐國際情懷。研究採用個案研究法進行，研究對象以台灣某國際學校為例,運用教師訪談、教師課堂觀察和教學方案設計三種研究工具進行資料收集與分析。結果發現,落實國別化與國際情懷教材與教學時，教師在教學設計考量上，需照顧到學生的個體差異，並於教學中體現對多元文化的尊重;另外加入全球議題素材以拓展學生國際視野。僅就國別化角度設計雖能提高學生課堂參與感,但偶有因課堂上的熱烈對話分散學習注意力的情況發生。因此,教材設計需在國別化與知識傳遞效益間取得平衡。在教學實踐上,教師需要培養跨文化敏感度與對文化認識的專業能力,並以文化體驗等活動做為課程的載體,使國際文憑組織強調的世界公民理念能真正融入課堂。

This study investigates how Mandarin Chinese instruction for children and adolescents is implemented in International Baccalaureate (IB) affiliated international schools, with a focus on curriculum differentiation and the cultivation of country-specific approaches and international mindedness. Employing a case study approach, a specific international school in Taiwan serves as the research subject, and data collection and analysis utilize three research tools: teacher interviews, classroom observations, and analysis of teaching program designs.
The findings reveal that when implementing differentiated and internationally-minded curriculum in teaching, teachers must consider individual student differences in instructional design and demonstrate respect for multiculturalism during teaching. Additionally, incorporating global issues into the curriculum enhances students' international perspectives. While designing curriculum from a differentiation perspective can heighten student classroom engagement, occasional instances of learning distraction due to enthusiastic discussions may occur. Therefore, achieving a balance between differentiated curriculum design and the effectiveness of knowledge transmission is crucial in curriculum development.
In practical teaching, educators need to foster cross-cultural sensitivity and professional competence in cultural awareness. Activities such as cultural experiences should serve as a conduit for the curriculum, allowing the International Baccalaureate organization's emphasis on global citizenship ideals to genuinely permeate the classroom.