臺北市國中學生世界公民素養之研究
No Thumbnail Available
Date
2011
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
本研究旨在瞭解臺北市國中學生世界公民素養的現況，探討不同背景變項（性別、年級、精通外語數量、外語溝通能力、出國頻率、接觸國際新聞頻率、家庭社經地位）之國中學生在世界公民素養的差異情形，瞭解世界公民素養三個面向（包括世界公民知識、世界公民態度與世界公民參與）間的相關，並分析背景變項對國中學生世界公民素養的預測力。
本研究以九十九學年度就讀於臺北市的公立國中學生為研究對象，採問卷調查法、分層抽樣方式，抽取十五所國中，共得1,138份有效樣本。運用SPSS 17.0套裝軟體進行t考驗、單因子變異數分析、相關及多元迴歸分析等統計方法分析所得資料，獲致以下結論：
一、臺北市國中學生的世界公民知識測驗答對率為64.44%，屬於中等程度。
二、臺北市國中學生的世界公民態度每題平均為4.29，屬於正向、積極之傾向。
三、臺北市國中學生之世界公民參與每題平均為2.79，參與程度屬於中等。
四、在世界公民知識上，不同年級、精通外語數量、外語溝通能力、出國頻率、接觸國際新聞頻率及家庭社經地位的國中學生達顯著差異。
五、在世界公民態度上，不同性別、年級、精通外語數量、外語溝通能力及接觸國際新聞頻率的國中學生達顯著差異。
六、在世界公民參與上，不同精通外語數量、外語溝通能力、出國頻率、接觸國際新聞頻率及家庭社經地位的國中學生達顯著差異。
七、國中學生的世界公民素養三個面向間呈正相關。
八、年級、家庭社經地位、接觸國際新聞頻率、世界公民態度、外語溝通能力、世界公民參與及性別對世界公民知識具有顯著的預測力。
九、世界公民參與、世界公民知識及性別對世界公民態度具有顯著的預測力。
十、精通外語數量、世界公民態度、接觸國際新聞頻率、外語溝通能力、世界公民知識及家庭社經地位對世界公民參與具有顯著的預測力。
本研究根據研究結果，對教育主管機關、國中教師、國中學生、家長及後續的研究者提出具體建議。
The main purposes of the present study were to investigate the current status of global citizenship of junior high school students in Taipei, and to compare the differences of students’ global citizenship between different personal background (gender, grade, the number of language they master, the ability to communicate in foreign languages, frequency of traveling abroad, the habit of watching world news, and social economic status of the students), and also to analyze the relations among the three dimensions of global citizenship ( students’ global knowledge, their global attitudes, and their global participation), and then further explore the forecasting abilities of students’ personal background on their global citizenship. The sample of this study was consisted of 1138 valid questionnaires from 15 junior high schools in Taipei. The data was analyzed by using the SPSS software, Independent t test, One-way ANOVA, Pearson Product-moment Correlation, and Multiple Regression Analysis. The empirical results of the above study were synthesized as follows: 1. The global knowledge achievement rate was 64.44%, scoring moderately. 2. The average score of the “Global attitudes” is 4.29. A positive and active tendency was found. 3. The average score of the “Global participation” is 2.79, scoring moderately. 4. The result of “Global knowledge” questionnaires showed that there were significant differences among different grades, numbers of language they master, ability to communicate in foreign languages, frequency of traveling abroad, habit of watching world news, and social economic status of the students. 5. The result of “Global attitudes” questionnaires showed that there were significant differences among different genders, grades, numbers of language they master, ability to communicate in foreign languages, and habit of watching world news. 6. The result of “Global participation” questionnaires showed that there were significant differences among different numbers of language they master, ability to communicate in foreign languages, frequency of traveling abroad, habit of watching world news, and social economic status of the students. 7. The three dimensions of global citizenship (students’ global knowledge, their global attitudes, and their global participation) were found positively correlated. 8. Grade, social economic status of the students, the habit of watching world news, global attitudes, ability to communicate in foreign languages, global participation, and gender were found to be able to predict global knowledge. 9. Global participation, global knowledge, and gender were found to be able to predict global attitudes. 10. The number of language they master, global attitudes, habit of watching world news, the ability to communicate in foreign languages, global knowledge and social economic status of the students were found to be able to predict global participation. According to the results of this study ，the researcher makes some suggestions for education administration, junior high school teachers, students, parents as well as the future investigations.
The main purposes of the present study were to investigate the current status of global citizenship of junior high school students in Taipei, and to compare the differences of students’ global citizenship between different personal background (gender, grade, the number of language they master, the ability to communicate in foreign languages, frequency of traveling abroad, the habit of watching world news, and social economic status of the students), and also to analyze the relations among the three dimensions of global citizenship ( students’ global knowledge, their global attitudes, and their global participation), and then further explore the forecasting abilities of students’ personal background on their global citizenship. The sample of this study was consisted of 1138 valid questionnaires from 15 junior high schools in Taipei. The data was analyzed by using the SPSS software, Independent t test, One-way ANOVA, Pearson Product-moment Correlation, and Multiple Regression Analysis. The empirical results of the above study were synthesized as follows: 1. The global knowledge achievement rate was 64.44%, scoring moderately. 2. The average score of the “Global attitudes” is 4.29. A positive and active tendency was found. 3. The average score of the “Global participation” is 2.79, scoring moderately. 4. The result of “Global knowledge” questionnaires showed that there were significant differences among different grades, numbers of language they master, ability to communicate in foreign languages, frequency of traveling abroad, habit of watching world news, and social economic status of the students. 5. The result of “Global attitudes” questionnaires showed that there were significant differences among different genders, grades, numbers of language they master, ability to communicate in foreign languages, and habit of watching world news. 6. The result of “Global participation” questionnaires showed that there were significant differences among different numbers of language they master, ability to communicate in foreign languages, frequency of traveling abroad, habit of watching world news, and social economic status of the students. 7. The three dimensions of global citizenship (students’ global knowledge, their global attitudes, and their global participation) were found positively correlated. 8. Grade, social economic status of the students, the habit of watching world news, global attitudes, ability to communicate in foreign languages, global participation, and gender were found to be able to predict global knowledge. 9. Global participation, global knowledge, and gender were found to be able to predict global attitudes. 10. The number of language they master, global attitudes, habit of watching world news, the ability to communicate in foreign languages, global knowledge and social economic status of the students were found to be able to predict global participation. According to the results of this study ，the researcher makes some suggestions for education administration, junior high school teachers, students, parents as well as the future investigations.
Description
Keywords
世界公民素養, 世界公民知識, 世界公民態度, 世界公民參與, global citizenship, global knowledge, global attitudes, global participation