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題名：高等教育課程國際化之教學實踐－以通識課程為例
作者：吳淳肅
作者(外文)：Wu, Chun-Su
校院名稱：國立臺南大學
系所名稱：教育學系教育經營與管理碩博士班
指導教授：姜麗娟
學位類別：博士
出版日期：2014
主題關鍵詞：高等教育；課程國際化；教學實踐；通識教育；higher education；curriculum internationalization；teaching praxis；general education
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全球化，是影響高等教育最主要的力量。高等教育機構為符應全球人力市場需求改變，培養具有國際觀的全球公民，國際化便成為大學因應全球化的必要之道。然而，目前以流動為主的國際化趨勢只造就了少數菁英學生的國際流動，使得國際學習成為個別而疏離的學習經驗，因而在地國際化的理念便訴求每個學生都能藉由在地的活動體驗國際經驗、培養國際能力，這也意涵了課程是高等教育國際化重要的元素，課程國際化是高等教育國際化不可或缺的策略。
本研究旨以一門通識教育課程為例，探討高等教育課程國際化的教學實踐，包括國際化融入課程的設計、課程國際化教學策略的運用、教學者的教學信念與對課程國際化看法如何影響教學、教學實踐後對課程國際化的省思、學生對課程國際化教學的回饋以及教學環境脈絡對國際化教學的影響等等。本研究運用俗民誌個案研究方法，透過實地參與觀察、訪談、焦點團體、文件分析等方式收集教學實踐資料，並以紮根理論為基礎進行資料譯碼與分析。
本研究的主要論點認為：雖然此研究以一門通識教育課程為例，卻發現課程國際化並非單獨發生的課程事件，而是一個立基於「脈絡」之上的特殊教學經驗，而「是否為英語系國家」、「大學的國際化條件」、「課程歸屬通識或專業課程」、「教師的教學信念與國際能力」以及「學生的特質」等不同的脈絡是形塑課程國際化教學實踐的主要因素。根據研究分析，本研究的研究結果分述如下：
一、個案教師的「以教學為主」的信念及意願使得課程國際化教學的進行成為可能。
二、文本是個案教師拓展學生國際視野的基礎，而有意識地融入國際化教材，使得「國際化」非預期性地成為課程設計的軸心。
三、個案教師的多元教學策略使課程國際化及活潑化，然不同教學策略之國際化教學成效仍有程度之別；教學實踐後，個案教師調降英文教材的比例，也取消行動導向的國際化學期作業。
四、教學實踐後，個案教師修正通識課程國際化的教學目標，應為國際觀的拓展多於國際化能力的訓練。
五、雖個案教師認為其應為課程國際化下學生學習效果不佳負責，但學生學習情形也影響了他在國際化教學上的意願、深度與價值感。
六、個案教師的課程國際化教學經驗交織著專業成長的正向感受與班級經營的負向感受。
七、個案教師認為學校國際化環境不足，故在教學上以補充英文教材及國際案例來補足學生的國際化學習。
八、個案教師對通識教育認同度高，其將通識課程國際化的課程設計，使學生感覺上課的內容猶如專業課程般份量充實。
九、個案教師為能克服課程國際化實踐中學生英文能力不足及對通識應是個『輕鬆』課程的負面認知，以加入有趣的教材以及互動式的課程設計督促學生主動學習。
依據研究結果，本研究進行討論後，對課程國際化的實踐提出以下結論：
一、個案實證結果支持了課程國際化是在地國際化的重要策略。
二、多元的教學策略是課程國際化的功臣。
三、國際觀的擴展與國際能力的培養不能只停留在教學策略上的宣說，必須做慎密地安排教學方法與課程內容始能達成。
四、本研究結果肯定英語做為課程國際化教學的素材，但以英語做為課程國際化教學工具的必要性可再評估。
五、以專業教育為主的台灣高教環境，通識課程國際化有不受限於既定知識架構之優勢，卻也無法要求學生投入並做知識的縱向連結。
六、學生特質是影響課程國際化教學成效之重要因素。
七、透過學生回饋及教學反思，課程國際化教學實踐是教師之課程意識（角色定位、教學信念、對課程國際化看法）轉化為教學實踐行動（國際化課程設計、國際化教學策略運用），並在教學實踐後修正其課程意識之循環過程。
八、是否為英語系國家、大學國際化策略方向與資源多寡、課程歸屬通識或專業課程、教師的角色定位與教學信念、學生的特質與語言能力等脈絡是影響課程國際化教學經驗的主因。
最後，根據研究結論，針對教育部、高等教育機構推行課程國際化、高等教育教學者課程國際化之實施以及後續研究提出各項具體建議。
Globalization has been a central force for higher education. To cope with the change of human workforce for global market demands, higher education institutions adopt internationalization as a way to cultivate their graduates to be global citizens with an international perspective in global society. However, the mobility-oriented tendency of internationalization strategy currently only creates international mobility of a limited number of elite students, making the internationalized learning experience individual and alienated. Therefore, the idea of internationalization at home has brought up, and called for developing students’ international capacities and experiences through activities at home. It implicates that curriculum is an important element in the internationalization of higher education and curriculum internationalization is an integral part of internationalization strategy of higher education.
This dissertation explores teaching praxis of curriculum internationalization at the select higher education institution in Taiwan, including (a) the design of internationalized curriculum; (b) the influence of teacher’s belief and the view of internationalization on teaching praxis; (c) the teacher’s insight and reflection after implementing internationalized teaching; (d) the learning feedback of the student; and finally, (e) the critical factors of curriculum internationalization in the classroom.
By using ethnography approach, this dissertation examines the process of teaching praxis. The data are collected at the participating site through participant observation, semi-structured interviews, focus groups and institutional documents. In addition, grounded theory method was used to analyze the collected data.
The main argument of the dissertation suggests that the internationalized curriculum is not an independent event but a special teaching experience founded on every kind of contexts, including the English-speaking countries or not, the conditions of the internationalization of the university”, courses belong to general or specialized education”, teachers’teaching beliefs and international capabilities, and the characteristics of students that might shape the teaching praxis of curriculum internationalization. Based on the data analysis, the main findings are as follows:
a. The case teacher’s teaching-focused faith and willingness made curriculum internationalization feasible.
b. The course content was adopted by case teacher to broaden students’ international vision. As he intentionally integrated “internationalization” into teaching materials, “internationalization” itself becomes the axis of curriculum design across all the class.
c. By adopting different teaching strategies, the curriculum became more internationalized as well as animated. After trying internationalizing the curriculum, the teacher in case study reduced the proportion of English material and revoked the internationalization-oriented term assignment.
d. After implementing general curriculum with internationalization, broadening student’s international vision rather than training international competence became the case teacher’s instructional objective.
e. The case teacher thought that the curriculum design might cause some students the poor learning achievement. At the same time, the poor learning achievement would affect teacher’s willingness, the extent of academy of teaching materials and sense of value when implementing internationalizing curriculum.
f. The experience of internationalizing curriculum brought some positive effects on case teacher’s specialty but some depressed effects on classroom management.
In order to overcome the disadvantages in international environment on campus, the case teacher increased the proportion of English materials and adding international cases in teaching materials to enhance the student’s learning achievement.
g. The case teacher highly recognized the belief of general education, and internationalizing general courses made the students feel wide and deep learning just as in a professional class.
h. To overcome the students’ inadequacy ability of English and their negative cognition of “easy courses” toward general education, the case teacher used the interesting materials and the interactive course design to lead the students active in learning.
In addition, compared the findings in Taiwan context with the literatures, the conclusions are proposed as follows:
a. The empirical findings support that curriculum internationalization is a vital strategy of internationalization at home.
b. In Taiwan context, higher education is based on professional education. Although general education courses have the advantage of going beyond the original knowledge framework of professional courses, they cannot connect knowledge vertically in every single curriculum design and demand students involving learning deeply. Therefore, teachers have to know the conditions of school and the competences of the students well in order to achieve best teaching and learning effect.
c. The finding affirms that English as a teaching material is very benefit to curriculum internationalization, the necessity of using English as a medium in internationalizing the curriculum remains is to be evaluated.
d. Combining different internationalized teaching strategies is necessary and has a great benefit for curriculum internationalization, however, the view of internationalization can be broaden and the skill of internationalization can be built only depend on arranging teaching methods and materials structurally.
e. The quality of the students is the key point on the outcome of curriculum internationalization teaching.
f. Based on the learning feedback from students and teacher’s self-reflection, internationalization of curriculum is one kind of spiral teaching process. The teacher’s curriculum conscious can transform into teaching praxis, and the teaching experience can continually revise teacher’s original curriculum conscious.
g. Contexts, such as “English or non-English speaking nation”, “strategy type and conditions of internationalization in campus”, “courses belong to general or specialized education” and “teacher’s role and teaching belief”, and “students’ characteristics and academic ability”, are the main impact factor of teaching experience of curriculum internationalization.
Based on the conclusions, recommendations for the Ministry of Education, higher education institutions, teachers and future research are proposed.
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