研究生國際移動教育參與經驗之探討：以亞洲五個大學的合作方案為例

Abstract

近年來，國際移動學習在高等教育的比重日益提升，受到政府鼓勵，大學得到充足的資源與支持來推動國際移動學習。本研究運用文件分析法與訪談，訪談八名分別來自臺灣、中國、日本與韓國的研究生參加亞洲教育領袖課程(由臺灣師範大學、國立政治大學、南京師範大學、東北大學與高麗大學共同舉辦)的國際移動學習課程的經驗，探討國際移動學習的普遍誘因與成效。研究所得結論如下：1. 臺灣、中國、日本與韓國研究生參與國際移動學習的動機為： (1) 對異國文化感興趣， (2) 希望結交國際友人， (3) 期待藉由異國環境刺激來增進自我的語言能力與學術技能。 2. 對臺灣、中國、日本與韓國研究生而言，參與國際移動學習取得的優勢為： (1) 語言和學術技能得到增進， (2) 從不同的教室學習模式，體驗新的專業觀點與風格， (3) 取得機會接受國外知名學者指導。 3. 臺灣、中國、日本與韓國研究生參與國際移動學習所面臨的挑戰： (1) 語言能力不足以應付報告與溝通的需求， (2) 不熟悉的教學模式與材料， (3) 與來自不同文化背景的人進行互動合作， (4) 不熟悉的生活環境與社會規範， (5) 高額花費。

整體來說，受訪談的研究生對其參與亞洲教育領袖課程的經驗都抱持相當正面的態度。關於預期的長期影響，多數受訪者認為國際移動學習的經驗拓展了他們的眼界，同時也幫助他們修正或明確職涯規劃。此回饋在一定程度上反映了國際移動學習在高等教育的實務價值與效益。 研究者與文末根據文件資料及訪談資料進行綜合分析，並提出結論及建議以供參考。

The proportion of international mobility learning in higher education is increasing. On the basis of governmental encouragements, universities are provided with abundant resources and supports. In this research, inquiring into the general incentives and outcomes of international mobility learning was done via studying the participation experiences of eight postgraduates from Taiwan, China, Japan, and Korea that took the Asia education leader course(AEL), an international mobility learning program held by National Taiwan Normal University (Taiwan), National Cheng-Chi University (Taiwan), Nanjing Normal University (China), Tohoku University (Japan), and Korea University (South Korea), with conversational interviews and documental analysis. The corresponding conclusions are:1. Motivations of postgraduates from Taiwan, China, Japan, and Korea to participate in international mobility learning: (1) Be highly interested in foreign cultures, (2) Hope to make international friends with common ideas, and (3) Wish to improve language and academic skills by exotic simulations.

2. Advantages of Taiwanese, Chinese, Japanese, and Korean postgraduates participating in international mobility learning: (1) Get improvements in language and academic skills,(2) Receive new professional perspectives and styles from different classroom-teaching models, and(3) Obtain opportunities to be instructed by foreign world-famous scholars.3. Challenges for postgraduates from Taiwan, China, Japan, and Korea to participate in international mobility learning: (1) Insufficient language abilities for making reports and communications, (2) Unfamiliar teaching styles and materials, (3) Interactions and cooperations between people from different culture bases, (4) Unacquainted living environments and social customs, and (5) High cost. On the whole, the inquired postgraduates all exhibited rather positive attitudesto their AELC experiences. In regard of the long-term impacts, most of them thought the experiences of taking international mobility learning turned out to expand their perspectives and help them “correct” or “strengthen” their career blueprints. This, to some extend, reflects the practical value and effectiveness of international mobility learning in higher education.