從國際組織「全球公民素養」觀點論「國民教育素養」之研究

A Study on“National Education Competencies”from the Perspective of“Global Citizenship Competencies”by International Organizations

探究學習是十二年國民基本教育課程積極推動的教學重點，也是教科書內容轉變的一大特色，讓教學現場產生新的變化，也讓教師產生新的挑戰。因此，本文分析新版教科書探究學習設計的轉變，以探討教師探究教學素養的新挑戰，作為學校與教師實施探究教學的參考。本文先從文獻探討歸納形成教科書探究學習的檢核層面，再分析國小社會領域教科書的探究學習設計現況。分析的教科書版本包括康軒版舊版（112學年）與新版（113學年）社會領域教科書，研究發現教師面臨教科書設計轉變需要具備的重要探究教學素養，包括：因應學生學習特質，適性引導其探究學習；理情瞭解教科書探究學習設計的不足與限制，轉化設計具挑戰性、深度學習的探究任務；敏察學校與社區生活情境具探究價值的問題，設計學生探究問題的情境；引導學生合作探究及發展證據解釋與辯護的能力；引導學生培養將探究學習成果實踐行動於生活情境的能力。此外，這些探究教學素養的建議，希望能提供作為學校與教師實踐與推廣探究教學之參考。

In view of the perspectives on ''Global Citizenship Competencies'' proposed by international organizations in response to global trends and technological advancements, it serves as a reference for ''National Education Competencies'' curriculum reform in our country. Therefore, there were four objectives of this study:1) To outline the content of national education competencies based on the perspectives of international organizations on ''cross-disciplinary global citizenship education.'' 2)To outline the content of national education competencies based on the perspectives of international organizations on ''global citizenship competencies in the digital age'' and ''future competencies for global citizens.'' 3)To use conceptual analysis and text cloud analysis to delineate ''National Education Competencies'' based on international organizations' global citizenship competencies. 4)To propose the content of ''National Education Competencies'' derived from the global citizenship competencies of international organizations based on the above results. The research strategy and method adopted qualitative content analysis, utilizing the frameworks and structures of documents on global citizenship competencies from international organizations for conceptual analysis, text cloud analysis, and its keyword quantification Excel analysis. The research targeted public documents on the frameworks and structures of 'Global Citizenship Competencies' from international organizations from 2007 to 2024. By employing diverse international data sources, document types, and research strategies, this study conducted triangulation to maintain the validity of the research. This study used documents legally and publicly obtained from both governmental and non-governmental organizations, maintaining an impartial research stance to uphold research ethics. The results of this study presented the integrated perspectives of international organizations on 'cross-disciplinary global citizenship education,' ' global citizenship competencies in the digital age,' and 'future competencies for global citizens' to outline the 'National Education Competencies' of our country and provide relevant recommendations.