The development of a global education instructional project on Taiwan and Vietnam connection: An action research studyThe development of a global education instructional project on Taiwan and Vietnam connection: An action research study

• Main Authors: LI YEN HSUN, 李岩勳
• Other Authors: TIEN NAI CHING
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/79118217951971742466

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 97 === This study aimed to discuss the development process and the instructional effects of a global education instructional project titled “From Taiwan to Vietnam”, which was implemented in the learning area of Integrative Activities. Students’ learning in terms of knowledge, skills and participations on the Taiwan and Vietnam cultures similarities/differences as well as their connections. Teacher’s reflection and professional development was documented. Using the action research method, the researcher conducted twenty classes in a 5th grade class in an elementary school in Taipei county in the second semester of 2008 academic year. Data were collected through knowledge worksheets, classroom observations, interviews with collaborative researcher, collaborative instructor and students, learning interest scale, students’ documents and instructor’s reflection diaries. The major research findings were as follows. 1. The development process of the “From Taiwan to Vietnam” global education instructional project was a dynamic one, which conformed to the spirit of action research. And the project conformed to the spirit of global education. 2. After the project, students improved on the knowledge, skills and participations on on the Taiwan and Vietnam cultures similarities/differences as well as their connections. 3. Researchers gained professional development from the reflection of the action research processes. Based on the above conclusions, the researcher made the following recommendations to elementary school teachers interested in implementing global education in their classes. 1. Create a school learning environment that focuses on caring. It facilitates students’ ability to do local caring. 2. When inviting resource persons to assist cross-cultural learning, previous clear communication is vital. 3. In order to teach connections between two countries, teachers should adopt diverse instructional media and activities. 4. Teachers could transform the global education curriculum into different learning areas. 5. To teach cross-cultural comparison, teacher should grasp the spirit of global education. Future researchers were recommended to consult Kniep’s suggestions to conduct global education in other topics or grades. For example, human right would be a good follow-up research topic after “From Taiwan to Vietnam” global education instructional project.