蘇格拉底對話法應用於臺北市國中教師對國際教育目標認知與意願之研究:以一所學校為例

Abstract

本研究旨在探討臺北市國中國際教育社群教師，如何實施蘇格拉底對話以提升教師對國際教育目標的認知與意願。期盼蘇格拉底對話法能成為學校推行國際教育，辦理教師專業成長的方式，以提高教師專業成長之效能。也提供教師未來實施蘇格拉底對話於社群發展或各科教學之參考。在研究方法上，本研究採用個案研究法進行研究，以臺北市全球國中（匿名）之6名教師為研究對象，進行為期４周、５次共１０小時的蘇格拉底對話的社群活動，完成對「何謂國際教育？」「何謂全球責任感？」「何謂全球競合力？」「何謂國際素養？」以及「何謂國家認同？」之探討，研究發現如下： 壹、蘇格拉底對話法的一般性應用 一、實施蘇格拉底對話的歷程，能讓參與者歷經發散－收斂－再發散的思考訓練 二、蘇格拉底對話法具有凝聚教師情感的延伸效益 貮、實施蘇格拉底對話法的重要原則 一、參與者必須平等看待所有參與對話者的身分並建立自信融入對話，體察問題的解答或概念的澄清 二、促進者的主持掌控能力及輔助設備會影響蘇格拉底對話流程的執行流暢度 參、蘇格拉底對話法確能提高教師對於國際教育目標的認知 一、以蘇格拉底對話法探討國際教育及其目標比參與講授式研習更為有效 二、蘇格拉底對話法能使教師對國際教育及其目標有較深入的認知 肆、以蘇格拉底對話法探討國際教育及其目標,能提高教師實施國際教育的意願

The study will explore measures to apply the “Socrates Dialogue” in enhancing the comprehension and incentive on international education among participating teachers. Introducing of the technique is as a mean of administering the international education, for advancing teaching proficiency and a potential solution on further teaching technique of other high school curriculum. The “Case Study” methodology is adopted on research conducted to 6 teachers from Taipei Globe High School (hypothetical) . In the community activities involved in the “Socrates Dialogue” approach , lasting 4weeks with the said approach been practiced 5times totaling 10hours, following five topics were expressed: defining “ international education”, ”global commitment “, Global Competence”,” International accomplishment”,” National identity”. Resulted findings are as : 1.The General Application of Socrates Dialogue. (1)In the course, participants exercised contemplation through repetitive divergence – convergence v.v. drill. (2) The approach produced a fringe benefit as congregating teacher goups. 2.Implementation of the important principles of the Socrates dialogue. (1) Participants were equally identified to blend in the dialogue with self-confidence and realize the solution of a problem or interpretation to a concept. (2) The moderator and auxiliary tool are essential ensuring a smooth course process. 3.The Socrates Dialogue does improve teachers' awareness of international educational goals. (1) “Socrates Dialogue” providing deeper comprehension to the essence of the international education as compared to a tutorial seminar. (2) The Socrates Dialogue enables teachers to have a deeper understanding of international education and their goals. 4.The approach is successively enhancing perception to international education and its aim also elevating the desire of teachers to implement such.