模擬聯合國課程方案對學生全球公民素養效應之研究 以新北市一所高中為例
No Thumbnail Available
Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
面臨全球化浪潮，學校教育被期望培育出具備面對全球挑戰能力的國際化人才。本研究欲檢驗模擬聯合國課程方案作為一套全球公民教育課程，其移植在我國實施的學習效應，並提供給未來欲推行全球公民素養課程之教育行政機關及教育行政人員參考。
本研究以訪談法為主要研究方法，在課程方案實施期間，以半結構訪談大綱對參與模擬聯合國課程方案之師生進行數次訪談，以了解學生建構全球公民素養在知識面、技能面及態度面的過程及轉變，並輔以問卷調查、教室參與觀察、文件分析等，用以增進研究的完備性。主要研究發現如下：
一、模擬聯合國課程方案是一種因應全球化時代的全球公民教育課程，符合學生的學習需求，並透過角色扮演激發學生的參與感及認知活動。
二、學生參加課程方案後在全球公民素養上有變化：
(一)知識面提升對全球化議題、多樣性的理解程度，但在持續發展的知識方面知覺較不明顯。
(二)技能面提升溝通說理、資料蒐集、思考批判與反省的技巧，其中口語表達能力的改變最為明顯。
(三)態度面開展多元尊重、消除刻板印象及肯認全球責任的信念，對同理他人的體悟則不一致。
三、在教師專業發展方面，教師自覺：
(一)模擬聯合國課程方案是一套素養導向的課程，應以實作評估及形成性評估為主，觀察學生各方面的表現和進步。
(二)教師覺得自己在模擬聯合國課程方案中的角色，從領航者逐漸過渡到陪伴者的關鍵是與學生一起討論並發展課程。
School education is expected to equip students with the abilities to withstand global challenges. This study aims to evaluate the effect of Model United Nations projects introduced into our nation as a global citizenship education and also serves as a reference for future education institutes and educators who wish to implement global citizenship education. This study adopts the Interview Method as the primary research method. Throughout the implementation stage of the program, we conducted semi-structured interviews with members who participated in the Model United Nations project to understand the transformation of students' concepts of global citizenship in various terms. Surveys, classroom observations, and document analyses supplemented the study to make the research more complete. The main research results are as follows: 1.The Model United Nations project is a global citizenship education curriculum adapted to globalization. It meets students’ learning demands and stimulates students’ participation and cognitive activity through role-play activities. 2.Students’ transformations regarding global citizenship after the curriculum are observable: (1)In terms of, knowledge, students’ comprehension levels of global issues and diversity have raised. Nevertheless, the perceptions on sustainable development are not evident. (2)In terms of skills, students enhanced their techniques of communication, data collection, critical thinking, and self-reflection. Improvements in oral expressions are the most noticeable of all. (3)In terms of attitudes, students learned to respect multi-cultures, eliminate stereo-types, and acknowledge global responsibility. However, students’ perceptions of empathy are inconsistent. 3.As of professional development for educators, the teacher perceives the following: (1)The Model United Nations project is a literacy-based curriculum, where the students should be evaluated mainly by performance evaluation and formative evaluation to observe their progress in all aspects. (2)The teacher believes that the key of his/her role-shift from a leader to a companion in the Model United Nations project is to discuss and develop curricula with students.
School education is expected to equip students with the abilities to withstand global challenges. This study aims to evaluate the effect of Model United Nations projects introduced into our nation as a global citizenship education and also serves as a reference for future education institutes and educators who wish to implement global citizenship education. This study adopts the Interview Method as the primary research method. Throughout the implementation stage of the program, we conducted semi-structured interviews with members who participated in the Model United Nations project to understand the transformation of students' concepts of global citizenship in various terms. Surveys, classroom observations, and document analyses supplemented the study to make the research more complete. The main research results are as follows: 1.The Model United Nations project is a global citizenship education curriculum adapted to globalization. It meets students’ learning demands and stimulates students’ participation and cognitive activity through role-play activities. 2.Students’ transformations regarding global citizenship after the curriculum are observable: (1)In terms of, knowledge, students’ comprehension levels of global issues and diversity have raised. Nevertheless, the perceptions on sustainable development are not evident. (2)In terms of skills, students enhanced their techniques of communication, data collection, critical thinking, and self-reflection. Improvements in oral expressions are the most noticeable of all. (3)In terms of attitudes, students learned to respect multi-cultures, eliminate stereo-types, and acknowledge global responsibility. However, students’ perceptions of empathy are inconsistent. 3.As of professional development for educators, the teacher perceives the following: (1)The Model United Nations project is a literacy-based curriculum, where the students should be evaluated mainly by performance evaluation and formative evaluation to observe their progress in all aspects. (2)The teacher believes that the key of his/her role-shift from a leader to a companion in the Model United Nations project is to discuss and develop curricula with students.
Description
Keywords
模擬聯合國, 全球公民素養, 訪談法, Modle United Nations, Global citizenship education, Interview method