新北市國民中小學教師國際教育認知與議題融入教學相關之研究

Abstract

本研究旨在探討新北市國民中小學教師國際教育認知與議題融入教學之關係，並依據研究結果提出建議，以供相關教育主管機關、國民中小學教師及未來研究之參考。 本研究根據文獻探討結果，編製「新北市國民中小學教師國際教育認知與議題融入教學相關之研究問卷」調查蒐集相關資料，以102學年度新北市公立國民中小學教師為研究對象，採分層隨機比例抽樣進行調查，共寄發880份問卷，回收590份，有效問卷586份，回收率約為66.6%。問卷所得資料以SPSS 22.0 for Windows進行處理，採描述性統計、t考驗（t-test）及單因子變異數分析（one-way ANOVA）等統計方法進行分析，再以文獻探討結果比較討論，以歸納出研究結果。 根據上述文獻探討與調查資料分析結果，本研究獲致以下結論： 一、新北市國民中小學教師對於國際教育之認知程度偏低 二、新北市國民中小學不同「教育程度」與「學校地區」的教師在國際教育認知有明顯落差。 三、新北市國民中小學教師議題融入教學之實施現況尚佳。 四、新北市國民中小學不同「服務年資」的教師在議題融入教學的看法有明顯落差。 五、新北市國民中小學教師國際教育認知與議題融入教學具有相當程度的相關。 根據上述結論，本研究分別針對教育行政機關、國民中小學教師及未來研究提出建議，以供參考。

The purpose of this study was to explore the correlation between teachers' cognition of international education and integrating teaching with issues of elementary and junior high schools in New Taipei City. Based on the literature review, the survey questionnaire named "Questionnaire of the Study on the Correlation between Teachers' Cognition of International Education and Integrating Teaching with Issues of Elementary and Junior High Schools in New Taipei City" was developed and administered to collected pertinent data. The population was the elementary and junior high school teachers 0f 102 school year in New Taipei City. The stratified random sampling by ratio was used to distribute the questionnaires. The total subjects was 880, and 590 questionnaires were returned, 586 ones answered completely. The return rate was about 66.6%. Data from questionnaires was analyzed by SPSS 22.0 for Windows, including descriptive statistics, t-test, and one-way ANOVA. The conclusions of this study were as follows: 1. The teachers of elementary and junior high schools in New Taipei City perceived an lower level on cognition of international education. 2. There were significant distinctions among teachers' cognition of international education according to teachers' degrees of education and school locations. 3. The teachers of elementary and junior high schools in New Taipei City perceived an upper level on integrating teaching with issues. 4. There were significant distinctions among teachers' integrating teaching with issues according to teachers' years of service. 5. There were positive significant correlations among the all dimensions of teachers' cognition of international education and integrating teaching with issues of elementary and junior high schools in New Taipei City. Based on the aforementioned conclusions, some suggestions were offered to the education administrationauthority, teachers of elementary and junior high schools and the further research respectively.