| Summary: | 博士 === 國立暨南國際大學 === 國際文教與比較教育學系 === 104 === In this research, the author used action research to promote four-year international education at Houlong Elementary School in Miaoli County. Interviews and documentary analyses were conducted to analyze how rural schools started an school-based international education, and from the guidance of Ministry of Education’s white paper on international education for primary and secondary schools, the author found out sustainable and systematic modes. The purposes of this research were as follows: First, to analyze the practice of international education based on "school-based management" case schools; secondly, to explore the influence of school-based international education on teachers’ teaching, students’ learning, parents’ involvement and external support; third, to provide reflective feedback and suggestions for schools to promote international education.
The findings of this research were as follows:
1. International education dimenstion
(1) A few enthusiastic teachers took the initiative for an international education project, could creat opportunities for the rural children!
(2) Through the development of "positive discrimination", more children would benefit from international education!
(3) The school members should open mind to face different opinions about direction or spindle of school development, looking for the development orientation of international education!
(4) From an one-off opportunity to a sustainable development of international exchange model, constructing the progressive development of school!
(5) Taiwan and Japan applied different learning arrangements of school to construct long-term development for the two schools exchange model; combining cultural diplomacy deepened the effectiveness of communication.
(6) School sought the guidance of experts and scholars from the school to strengthen dialogue of theory and practice through reflection of the practice, deepening thinking of international educational.
(7) School set school-based development of international education indicators to inspect the system and effect.
(8) For enforcing students’ learning across borders, the school should promote language skills, life adaptation, cultural understanding, and develop an international perspective.
(9) Visiting sister school could be developed into an opportunity to in-depth exchanges and learning events, such as the development of "Japanese Culture Week" and "Taiwan Cultural Experience Course", to promote mutual understanding and respect for culture.
(10)International education is not exclusive to urban cities. Schools could develop the school's goals of international education and models for international exchanges, even in remote rural schools.
(11)By the action research, we could have the platform to collect the feedback and reflection in order to promote the next phase of international education.
2. School-based management dimenstion
(1) To break through disadvantages of remote rural thinking was a starting point, and to develop the perspective of an even distribution of cultural capital was the foundation of international education.
(2) By the action research, it was essential to reflect from the plight of promotion, to redefine spindle of school development, to strengthen the concept of "volunteer first", and to increase the participation of teachers.
(3) Through the actual visit, the development of positive and effective training programs, and international communication ability, the value of the students' growth and exchange could be revealed.
(4) Special activities of school combined with the development of Japanese sister school reception mode, and strategic alliances with other schools to increase the depth and breadth of cultural exchange.
(5) The development of sustainable modes was constructed annually via the concept of "Participation is the resource. Participation increased identity.", the establishment of parent support group, and a division of labor.
(6) Schools combined government and civil resources to build strong support models, funding, staff, and equipment in place to maximize the exchange of benefits.
Suggestions from this research were as follows:
1. Practice to promote international education
(1)At the beginning of promoting international education, analysis of the school's situation could gradually build consensus and establish the vision and position of international education in schools.
(2)Principals and teachers could play positive team roles to lead the participation of international education; it also could create a professional community through flying geese effect "volunteer first".
(3) School could use the existing curriculum as a starting point to establish school-based programs of international education, and construct the scaffolding of International Education Learning.
(4)The promotion of international education needed clearly administrative status, and implementation of personnel training within the organization to construct cultural organization of heritage.
(5)"International exchanges" promoted the development of international education. The resource "great benefits" of international education did not equal to international exchange, so that more children could benefit from it.
(6) It was recommended to integrate international education into the school curriculum, teachers could use the community approach, and the use of workshops to lead the teachers towards a more thematic approach of international education curriculum.
(7)International education was not an elite education. Schools should return to the concept of the development of an even distribution of cultural wealth to deepen international education programs and to create pluralistic opportunity.
(8)Action research could be further combined with "nested bull's-eye diagram" to evaluate the benefits of international education.
(9)The positive ability of "cultural self-pleasing" built a culture of self-exploration, and a deep cultural diplomacy.
(10)Teachers could actively participate in international education-related learning, seek the development of international education opportunities, and increase the development of international education in the future.
2. Recommendations for the follow-up study
(1)Research on the position of international education organizations should be discussed, and how to incorporate it into international education formal curriculum and to implement long-term development.
(2)With a comparative approach to research, analysis international education between two schools could construct a different thinking of international educational development.
(3)By applying methods of comparative education to do case studies of schools in different countries, the development of international education should be based on the school-based thinking,.
(4)Researchers could further use quantitative research to understand the impact of international education for teachers, students, parents or community, providing a different forum for further study.
(5)Researchers could deepen study courses of international education, and to explore how to develop school-based programs of international education.
(6)Researchers could track the development of "international exchange" or "international education" for students, and to analyze long-term benefits of international education.
(7)Reserchers could provide some advice and reflection of the overall international education policy by action research.
|
|---|
