中小學國際教育實施成效、困境與因應策略之研究——以新北市為例

A Study on the Effectiveness, Dilemma and Coping Strategies of International Education in Elementary and Middle High Schools: Take New Taipei City as Anexample

教育部自2011年提出《中小學國際教育白皮書》，協助縣市政府推動國際教育課程與教學、國際交流、教師專業成長與學校國際化。計畫迄今即將屆滿八年，時值新北市國際教育中程計畫（2016-2018）結束，正審核2019-2022年計畫，本研究特於此關鍵點提出實施成效、困境及因應策略探討。首先透過文獻探討，分析國際教育的理論及國內外國際教育的相關研究，其次使用問卷調查法，共寄發67所高中、國中及國小，回收樣本660份，有效樣本656份，有效樣本回收率96.76%並進行調查研究分析。綜合研究結果，獲得三項結論：一、目前國際教育實施的成效屬於中高程度。擔任校長、任教英語、任教高中、年資三年（含）以下、北區及東區學校、61班（含）以上、偏遠地區學校、曾參加學校本位國際教育計畫（SIEP）、曾參加教師專業學習社群（PLC）的填答者對於國際教育之推動知覺程度較高。二、中小學推動國際教育面臨的困境屬於中低程度。任職國小、年資4-10年、任教非英語領域、13-60班學校、南區及西區、一般地區及非山非市地區學校、未曾參加SIEP的填答者對於國際教育面臨困境的知覺程度較高。三、中小學推動國際教育面臨困境時，所採取的因應策略屬於中高程度。擔任校長、男性教師、任教高中、北區及東區、偏遠地區、曾參加學校本位國際教育計畫（SIEP）的填答者對於國際教育面臨困境的因應策略知覺程度較高。根據研究結果，本研究提出三項建議：一、整合高級中學、國民中學及國民小學形成國際學校區域策略聯盟。二、推展學校本位國際教育計畫（SIEP）二級制之新模式。三、比較新北市與其他縣市國際教育推動之差異並進行長期縱貫研究。

Since 2011, the Ministry of Education has proposed a white paper on international education in primary and secondary schools to assist county and city governments in promoting international education courses and teaching, international exchanges, teacher professional growth and school internationalization. The plan is about 8 years old, and the New Taipei City International Education Mid-Range Project (2016-2018) is over. It is reviewing the 2019 2022 plan. This study puts forward the implementation results, dilemmas and coping strategies at this key point. First, through literature discussion, analyze the theory of international education and related research on international education at home and abroad, and then use the questionnaire survey method to send 67 high schools, middle schools and small schools, 660 samples, 656 valid samples, and effective sample recovery. The rate was 96.76% and was investigated and analyzed.
Based on the results of the comprehensive study, three conclusions are proposed: First, the current implementation of international education is of medium to high level. It is the principal, teaches English, teaches high school, has a minimum of 3 years (including), North District and Eastern District schools, 61 classes or above, schools in remote areas, and has participated in school standards. International Education Program (SIEP), respondents who have participated in the Teacher Professional Learning Community (PLC) have a higher level of awareness of international education. Secondly, the difficulties faced by primary and secondary schools in promoting international education are at a low to medium level. They are employed in small and medium-sized countries, with a seniority of 4 to 10 years, teaching non-English speaking areas, 13 to 60 classes of schools, Southern and Western Districts , general areas and non-Shanfu areas. Schools and respondents who have not participated in SIEP are more aware of the difficulties faced by international education. Thirdly, when primary and secondary schools are facing difficulties in international education, the response strategies adopted are moderately high. They serve as principals, male teachers, high school teachers, northern and eastern districts, remote areas, and have participated in the school-based International Education Program (SIE). The degree of perception of the response to international education is higher Based on the research results, this study proposes three recommendations: (1) Integrating high schools, national middle schools, and national primary schools to form an international school regional strategic alliance. (2) Promote the new model of the second-level system of the school-based international education program (SIEP). (3) Compare the differences between New Taipei City and other counties and cities in international education and conduct long-term longitudinal research.