Case Study of International Education in elementary school ─ The cases on Guo Yuan and Windy city elementary school

• Main Authors: LEE SZUFAN, 李思範
• Other Authors: 陳美如
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/90323722889840011321

碩士 === 國立新竹教育大學 === 教育學系碩士班 === 98 === abstract In this rapidly changing environment, every country launches many responsive policies in the face of globalization and international education is one of the major policies. Taiwan, which has been emphasizing the promotion of international education over the past few years, is no exception. This February, white paper on international education in elementary and secondary schools was introduced. Nonetheless, in Taiwan the promotion of international education in elementary school is not yet widespread and related studies are quite rare. Accordingly, this study takes on case study of Guo Yuan and Windy City elementary schools. Through interviews, field observation, questionnaires, and literature review, related information is collected. This study attempts to understand the status quo and predicament of conducting interaction of international education in elementary school, and the content of the curriculums of international education, as well as exploring the issues experienced by elementary school students in the learning of international education and the viewpoint of teachers’ promotion of international education. Lastly, recommendations on the future international education interaction in elementary school are proposed for the reference of relevant units and personnel attempting to promote international education. This study finds that: 1. System (1) The differences of the reasons of promoting international education and the support by the leadership between Guo Yuan and Windy City elementary schools influence the scale and efficiency of overall operation. (2)The lack of international education promotion unit in elementary school is the reason of ineffective promotion. 2. Development and curriculum (1) There is a fixed model in the implementation of international education visiting activities, which elementary schools can follow and adjust based on resources and background. Then schools can integrate curriculums with local characters into the activities. Accordingly, every school can implement international education visiting activities, which include educational implications. (2)In promoting international education, elementary schools need to start from local culture, develop featured curriculums, which in turn become advantages to attract the coordination of international schools, and implement international education. 3. Students’ learning (1) Due to inadequate language skills of elementary school students, activities consist of mostly experiencing curriculums. The quite large limitation of language skills hampers deeper experiencing curriculums or discussion of specific issues. (2)The effects of conducting international education by both elementary schools are significant. However, too few students had participated international education and schools lack the mechanism of promoting the outcomes to every student. 4. Operation (1) The damage of technology hardware used in international education interaction affects the efficiency of curriculums, the issue which schools implementing international education by using technology should be noted.