高中國際教育專案課程轉化之個案研究

A Case Study of Curriculum Transformation in an International Education Project-Based Course at the Senior High School Level

本研究從課程轉化角度出發，探究一位高中英文教師之知覺課程、師生共同建構之運作課程及學生之經驗課程，以瞭解國際教育專案課程從規劃到實踐之歷程，及學生如何透過課程培養探究精神。本研究為個案研究，研究參與者為一班高二多元選修課程的個案教師與16位學生，田野研究為期12週，以文件分析、觀察和訪談蒐集資料，並採用主題分析法以呈現國際教育專案課程推動的整體面貌。本研究發現如下：（一）國際專案課程教師之知覺課程：個案教師期望透過國際專案課程培養學生的國際視野和21世紀關鍵能力，在意識形態上偏向國際主義。（二）國際專案課程師生建構之運作課程：鷹架搭建、經常性反思和專案式學習黃金原則能協助學生循序漸進完成任務。（三）國際專案課程學生之經驗課程：學生能藉由專案學習與同儕協同合作，並主導自身學習、主動建構知識。（四）知覺課程大致能轉化為運作課程，惟運作課程與經驗課程間存在明顯落差，主要源於學生之間先備知識、學習態度和學習風格的差異。依據研究結果，研究者針對欲在高中多元選修課程推動國際專案課程之教師及未來相關研究提出建議。

Drawing upon the perspective of curriculum transformation, this study explored an English teacher’s perceived curriculum, the operational curriculum co-constructed by the teacher and students, and students’experiential curriculum in order to understand how an international education project course was planned, enacted, and experienced. The study further examined how students developed inquiry dispositions through participation in the course. This research adopted a case study approach. Participants included one teacher and sixteen students enrolled in a Grade 11 elective course at the senior high school level. Fieldwork was conducted over a 12-week period. Data were collected through document analysis, classroom observations, and semi-structured interviews, and were analyzed using thematic analysis to capture the overall process of implementing the international education project course.
The findings revealed that: (1) the teacher’s perceived curriculum emphasized cultivating students’global perspectives and 21st-century competencies, reflecting an orientation toward internationalism; (2) within the operational curriculum, scaffolding strategies, ongoing reflection, and adherence to the Gold Standard PjBL framework supported students in progressively accomplishing project tasks; (3) within the experiential curriculum, students actively constructed knowledge through project work and peer collaboration while taking greater ownership of their learning; and (4) although the perceived curriculum was largely transformed into the operational curriculum, a notable gap existed between the operational and experiential curricula. This discrepancy was primarily attributable to differences in students’prior knowledge, learning attitudes, and learning styles. Based on these findings, the study offers recommendations for teachers seeking to implement international project-based courses within senior high school elective curricula and suggests directions for future research.