|
ㄧ、中文部份
王玉麟(2004)。研究倫理與相關議題。教育資料與研究,56,82-88。 王全興(2016)。全球素養的意涵與推動策略。師友月刊,594,29-33。 王俞蓓(2021)。學校雙語教學可能實施策略─以臺北市一所國中為例。國立臺灣師範大學教育政策與行政研究所碩士論文,台北市。 白芸禎(2021)。雙語教學對不同英語能力的小一學童的生活學科知識學習成效與英語聽力之影響。國立臺北教育大學兒童英語教育學系碩士班碩士論文,台北市。 朱凱鈴. (2020). 私立雙語小學雙導師制外師與台師班級經營理念與溝通行為之研究。淡江大學課程與教學研究所碩士班學位論文,台北市。 自由時報電子報(2019,). 中小學國際教育白皮書2.0 國家認同增列為必要指標。自由時報電子報。引自 https://news.ltn.com.tw/news/life/breakingnews/2887013 宋方珺(2018)。我國高級中等學校推動國際教育之研究(博士論文)。取自華藝線上圖書館系統。(系統編號U0020-3101201823251500) 宋方珺、楊振昇(2017)。從國際交流活動析論中小學國際教育之實施成效。學校行政,(107),17-34。doi:10.3966/160683002017010107002 李隆盛、賴春金、潘瑛如、梁雨樺、王玫婷(2017)。大學生全球素養指標之建構。教育實踐與研究,30(1),1-32。 吳清山(2019)。教育名詞-全球素養。教育脈動,(17),1-1-011。 周珮儀、王雅婷、吳舒婷(2019)。國民中學英語教科書全球素養概念內容分析-以PISA 2018全球素養評量認知測驗內容領域為參照架構。教科書研究,12(1),1-38。 林子斌(2021)。建構臺灣「沃土」雙語模式:中等教育階段的現狀與未來發展。中等教育,72(1),6-17。 林子斌與張錦弘(2021)。雙語教育:破除考科思維的20堂雙語課。台灣:親子天下出版社。 林子斌. (2022). 跨文化溝通的基礎: 臺灣雙語教育的實踐與挑戰。課程研究期刊 17(1),1-13。 林子斌(2022)。雙語教育進行式,雙語國家未來式。師友雙月刊,636,5-11。 林天祐. (2002) 。認識研究倫理,研究論文與報告撰寫手冊 (頁 96-134). 臺北: 臺北市立師範學院輔導中心. 林沛汝(2017)。我國高中生對國際教育的認同與學習成效之研究-臺北市為例。淡江大學教育政策與領導研究所碩士在職專班碩士論文,新北市。 林昭良(2021)。由COVID-19 引起全球化危機看台灣在地中學國際教育的推 動。明道學術論壇,13,25–36。 林誠迪(2019)。偏鄉地區國中國際教育推動之分析─以臺中市五所學校為例。國立暨南國際大學國際文教與比較教育學系博士論文,南投縣。 林麗娟(2006)。透過網頁呈現專題成果之學習。教育資料與圖書館學,43(4),471-486。
范雅筑(2019)。國際教育專案融入國中英語課程之行動研究。國立臺灣師範大學課程與教學研究所博士論文,台北市。 范雅筑(2020)。國際教育專案在國中英語課程之實踐。中等教育,71(2), 82-99。 師友雙月刊編輯室(2020)。與全球鏈結的中小學國際教育。師友雙月刊,617,7-10。 張富凱(2019)。我國國際教育政策之批判論述分析。國立彰化師範大學教育研究所博士論文,彰化縣。 張嘉玲(2021)。國際教育融入跨領域視訊教學之課程設計與實踐—自主學習之探究。國立暨南國際大學國際文教與比較教育學系博士論文,南投縣。 許善榛(2020)。國民小學教師與家長對於政府推行2030雙語國家政策之態度調查。文藻外語大學外語文教事業發展研究所碩士論文,高雄市。 徐煜政(2017)。國民中學國際教育課程發展、實施與評估之研究。國立臺灣師範大學課程與教學研究所碩士論文,台北市。 陳美如、郭昭佑(2017)。國際教育評鑑實踐之研究。中等教育,68(1),22-40 陳怡如 (2011)。我國中等學校國際教育實施現況與未來發展。教育資料集刊,50,1-26。 陳博廉(2019)。國際移動力,天涯若比鄰,開啟課堂新風景:文化欣賞與體驗之國際教育課程設計研究初探。教育脈動,17,1-10。 翁羽萱(2022)。發展學校本位國際教育課程:一所偏鄉國中之個案研究。銘傳大學教育研究所碩士在職專班碩士論文,台北市。 高佳祺(2021)。運用CLIL教學法於國中國際教育課程之行動研究。國立臺灣師範大學教育學系教育管理與課程教學領導碩士在職專班碩士論文,台北市。 師友雙月刊編輯部、鄒文莉(2021)。雙語教學的概念與實踐-成功大學鄒文莉教授專訪報導。師友雙月刊,(626),6-13。 教育部資訊及科技教育司 . “計畫實施重點.”教育部中小學數位學習深耕推動計畫, dlearning.ncku.edu.tw/plan/target. 教育部(2011)。中小學國際教育白皮書。臺北:教育部。 教育部(2013)。中小學國際教育學校本位課程模組手冊(ㄧ)。臺北:教育部。 教育部(2018)。十二年國民基本教育國民中小學暨普通型高級中等學校語文領域(英語文)課程綱要。臺北市:教育部。 教育部(2018)。教育部推動雙語國家計劃。臺北市:教育部。 教育部. (2019)。十二年國民基本教育課程綱要議題融入說明手冊。臺北市: 作者. 教育部(2020)。中小學國際教育白皮書2.0。臺北:教育部。 教育部(2022)。SIEP國際教育融入國定課程融入課程實作手冊。臺北:教育部。 許祿梣(2018)。國際教育提昇學校形象影響學生忠誠度之研究。大葉大學觀光餐旅碩士在職學位學程碩士論文,彰化縣。 黃文定(2015)。小學生國際交流跨文化能力指標之建構。教育研究與發展期刊,11(1),135-164。 黃文定(2018)。論國際教育中愛國主義與世界主義的矛盾與出路。教育研究集 刊,(64:3),41-78。
黃文定(2019)。從2018PISA全球素養評量問卷論國際教育的實踐。臺灣教育評論月刊,8(6),6-11。 黃乃熒(2011)。全球領導與國際教育。學富文化事業有限公司。 黃碧智(2012)。臺灣《中小學國際教育白皮書》之推動與反思-國民小學學校本位融入課程規劃之個案研究。國立暨南國際大學國際文教與比較教育學系博士論文,南投縣。 陳超明(2022)。雙語教育是菁英教育,還是普及教育?。取自 https://flipedu.parenting.com.tw/article/007255 國家發展委員會(2018)。2030雙語國家政策發展藍圖。取自 https://www.ndc.gov.tw/Content_List.aspx?n=FB2F95FF15B21D4A 詹盛如(2019)。國際教育迷思解析與未來發展。教育脈動,(17),1-5-008。 詹淇淇(2021)。國際教育對技術型高中學生國際素養與學習態度之影響及成效研究— 以中彰投地區為例。國立彰化師範大學工業教育與技術學系碩士論文,彰化縣。 潘慧玲(2004)。教育研究方法論。台北:心理。 廖偉民(2020)。2020年臺灣公立國小推展雙語教育之探討。臺灣教育評論月刊,9(9),90-96。 劉美慧(2020)。 從國際教育 1.0 到 2.0-學校本位國際教育課程與教學的發展與變革。中等教育, 71, 6-16。 蔡友月(2020)。全球健康一體?COVID-19與臺灣生物民族主義的治理模式。記 疫。取自 https://covid19.nctu.edu.tw/article/5645 蔡清田 (2000)。教育行動研究。台北:五南。 鄭勝耀、王素菁(2022)。2030雙語政策下高等教育推動全英文授課的幾項反 思。台灣教育研究期刊,3(4),327-344。 藍佩嘉(2019)。拼教養—全球化、親職焦慮與不平等童年。春山出版有限公 司。 謝秀萍(2021)。專題式雙語服務學習之課程設計、實施與評估。國立中山大學教育研究所碩士論文,高雄市。 鍾麗華(2020)。撐香港就是撐台灣! 中研院:8成5台灣青年挺「反送中」。 自由時報。取自https://news.ltn.com.tw/news/politics/breakingnews/3185021 顏佩如(2005)。全球化脈絡下的教育課題: 全球教育。課程研究, 1(1), 55-83。 二、英文部分 Barana, A., & Marchisio, M. (2018). Developing Problem Solving competences with CLIL methodology through innovative technologies. In Proceedings della Multiconferenza EM&M ITALIA (pp. 30-37). GENOVA UNIVERSITY PRESS. Barbara, C., Janet, Q. U. I. N. T., Sonia, D. R. O. H. O. J. O. W. S. K. A., Larissa, S. A. C. O., & Elizabeth, N. E. L. S. O. N. (2017). Project-Based Learning. A Literature Review. Working Paper. Beckett, G. H. (1999). Project-based instruction in a Canadian secondary school''s ESL classes: Goals and evaluations (Doctoral dissertation, University of British Columbia). Bereiter, C., & Scardamalia, M. (1999). Process and product in PBLresearch. Toronto: Ontario Institutes for Studies in Education/University of Toronto. Boss, S., & Larmer, J. (2018). Project based teaching: How to create rigorous and engaging learning experiences. ASCD. Bravo, M. A., & Rodriguez-Mojica, C. (2021). Bilingual Teaching Practices: Meeting the Needs of Latina/o Youth in Secondary Schools. Journal of Leadership, Equity, and Research,7(2). Brown, H., & Bradford, A. (2014). EMI, CLIL, & CBI: Differing approaches and goals. he use of English, 37. Buergenthal, T., & Torney-Purta, J. (1976). International human rights and international education. Department of State, National Commission for UNESCO. Cakmak, S. B. (1993). Educational and sociocultural roots of prejudices and approximations to globalism: American high school students'' perceptions of universal cultural diversity and concerns for humanity (Doctoral dissertation, Indiana University). Cambridge*, J., & Thompson, J. (2004). Internationalism and globalization as contexts for international education. Compare: A Journal of Comparative and International Education, 34(2), 161-175. Cao, C., & Meng, Q. (2020). Exploring personality traits as predictors of English achievement and global competence among Chinese university students: English learning motivation as the moderator. Learning and Individual Differences, 77, 101814. Chen, Y., Chuang, H. H., & Lacaste, A. (2021). A pedagogical framework of cross-cultural online collaborative projects in English as Foreign Language (EFL) classrooms. Journal of Education and Learning (EduLearn), 15(2), 223-233. Christ, T. W. (2018). Mixed Methods Action Research in Special Education: An Overview of a Grant-Funded Model Demonstration Project. Research in the Schools, 25(2), 77–88. Chun, D. M. (2016). The Role of Technology in SLA Research. Language Learning & Technology, 20(2), 98-115. Coyle, D. (1999). Teacher education for multilingual education: a CLIL teacher training curriculum. Paper presented at the Multilingual Challenge conference held in Brussels (Thematic Network Project in the Area of Languages–Sub project 6: Language Teacher Training and Bilingual Education). Coyle, D. (2006). Developing CLIL: Towards a theory of practice. In Monograph 6. APAC Barcelona. Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International journal of bilingual education and bilingualism, 10(5), 543-562. Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning: Ernst Klett Sprachen. Coyle D. Hood P. & Marsh D. (2010). Clil : content and language integrated learning. Cambridge University Press. Doppelt, Y. (2005). Assessment of project-based learning in a mechatronics context. Journal of Technology Education, 16(2), 7-24. Dudin, M. N., Romanova, Y. A., & Anishchenko, A. N. (2020). The Model of Bilingual Education as a Platform for Harmonizing the Interests of the Multi Faith Environment in Business Schools and Universities. European Journal of Contemporary Education, 9(2), 301–312. Ee, J. & Tan, Oon. (2009). PBL Made Simple: Lessons for the Classroom. Fishman, J. A., & Columbia Univ., N. Y. N. I. for U. and M. E. (1977). Bilingual Education-A Perspective. Fogarty, R. (1991). Ten ways to integrate curriculum. Educational leadership, 49(2), 61-65. Gallagher, S. A., Stepien, W. J., & Rosenthal, H. (1992). The effects of problem-based learning on problem solving. Gifted Child Quarterly, 36(4), 195-200. Global Forest Link. (n.d.). Retrieved October 11, 2020, from http://globalforestlink.com/ González, J. A., & Andrés, J. B. (2018). From EMI to CLIL: Methodological strategies for bilingual instruction at university. EduLingua, (4/1), 51. Grant, M. M. (2011). Learning, beliefs, and products: Students'' perspectives with project-based learning. Interdisciplinary Journal of Problem-Based Learning, 5(2), 6. Greenhill, V. (2010). 21st Century Knowledge and Skills in Educator Preparation. Partnership for 21st century skills. Hanesová, D. (2014). Development of critical and creative thinking skills in CLIL. Journal of language and cultural education, 2(2), 33-51. Harasim, L. (2012). Learning theory and online technologies: Routledge. Harrop, E. (2012). Content and Language Integrated Learning (CLIL): Limitations and Possibilities. Online Submission. Hill, I. (2007). Multicultural and international education: Never the twain shall meet?. International review of education, 53(3), 245-264. Hinchcliff-Pelias, M., & Greer, N. S. (2004). The importance of intercultural communication in international education. International Education, 33(2), 5. Home | Total Visits 15510. (n.d.). Retrieved from http://globalforestlink.com/ Hung, C. M., Hwang, G. J., & Huang, I. (2012). A project-based digital storytelling approach for improving students'' learning motivation, problem-solving competence and learning achievement. Journal of Educational Technology & Society, 15(4), 368-379. Hunter, B., White, G. P., & Godbey, G. C. (2006). What does it mean to be globally competent? Journal of Studies in International education, 10(3), 267-285. Jalinus, N., Nabawi, R. A., & Mardin, A. (2017, September). The seven steps of project based learning model to enhance productive competences of vocational students. In International Conference on Technology and Vocational Teachers (ICTVT 2017) (pp. 251-256). Atlantis Press. Jie, Z., & Pearlman, A. M. G. (2018). Expanding Access to International Education through Technology Enhanced Collaborative Online International Learning (COIL) Courses. International Journal of Technology in Teaching and Learning, 14(1), 1–11. Jonassen, D. (2011). Supporting problem solving in PBL. Interdisciplinary Journal of Problem-Based Learning, 5(2), 95-119. Kuo, K. Y. C., & Lin, C. S. (2015, April). Studies on Patterns and Variations of Learning Community of Practices in Global Context. In 2015 International Conference on Learning and Teaching in Computing and Engineering (pp. 176-179). IEEE. Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Khurshid, A. (2016). Globalized local & localized global in a women’s education project in Pakistan. In The Global and the Local (pp. 99-113). Brill Sense. Krathwohl, D. R. (2002). A revision of Bloom''s taxonomy: An overview. Theory into practice, 41(4), 212-218. Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project based learning. ASCD. Larmer, J., Mergendoller, J. R., & Boss, S. (2015). Gold standard PBL: Essential project design elements. Buck Institute for Education, 1-4. Larmer, J., & Mergendoller, J. (2015). Why we changed our model of the “8 Essential Elements of PBL”. Buck Institute for Education, 1-3. Larmer, J., & Mergendoller, J. R. (2010). Seven essentials for project-based learning. Educational leadership, 68(1), 34-37. Lasagabaster, D., Cots, J. M., & Mancho-Barés, G. (2013). Teaching Staff’s Views about the Internationalisation of Higher Education: The Case of Two Bilingual Communities in Spain. Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 32(6), 751–778. Li, Y. (2013). Cultivating student global competence: A pilot experimental study. Decision Sciences Journal of Innovative Education, 11(1), 125-143. Lin, C.-S. (2005). APEC Cyber Academy and Its International Collaborative Learning Program. Paper presented at the EdMedia: World Conference on Educational Media and Technology. Lin, C. S., Chou, C. C., & Bagley, C. A. (2007). APEC Cyber Academy: Integration of Pedagogical and HCI. Enhancing Learning Through Human Computer Interaction, 154. LINC Digital Media Co. Ltd. An Affiliate of EDNET/APEC. APEC Cyber Academy.linc.hinet.net/apec/. MacLennan, H. (2018). Student Perceptions of Plagiarism Avoidance Competencies: An Action Research Case Study. Journal of the Scholarship of Teaching and Learning, 18(1), 58–74. Marshall, J. (2019). Introduction to comparative and international education. Sage. Mazzarol, T., Soutar, G. N., & Seng, M. S. Y. (2003). The third wave: Future trends in international education. International Journal of Educational Management. Meng, Q., Zhu, C., & Cao, C. (2017). An exploratory study of Chinese university undergraduates’ global competence: Effects of internationalisation at home and motivation. Higher Education Quarterly, 71(2), 159-181. Meng, Q., Zhu, C., & Cao, C. (2018). Chinese international students’ social connectedness, social and academic adaptation: The mediating role of global competence. Higher Education, 75, 131-147. Messikh, D. (2020). A Systematic Review of the Outcomes of Using Action Research in Education. Arab World English Journal, 11(1), 482–488. Močinić, A. (2011). Bilingual education. Metodički obzori: časopis za odgojno-obrazovnu teoriju i praksu, 6(13), 175-182. Pasternak, M. (1998). Is International Education a Pipe Dream? A Question of Values,(In) Hayden, MC and Thompson, JJ (1998) International Education: Principles and Practice. Piaget, J. (1963). The origins of intelligence in children. New York, NY: Norton and Company. Pike, G. (2000). Global education and national identity: In pursuit of meaning. Theory into practice, 39(2), 64-73. Rolletschek, H. (2021). Effects of Bilingual Biology Teaching at Middle Schools. Language Teaching Research Quarterly, 23, 23–44. Sälzer, C., & Roczen, N. (2018). Assessing Global Competence in PISA 2018: Challenges and Approaches to Capturing a Complex Construct. International journal of development education and global learning, 10(1), 5-20. School and teacher resources. School and teacher resources | British Council. (n.d.). Retrieved March 14, 2022, from https://www.britishcouncil.org/school-resources Semaan, G., & Yamazaki, K. (2015). The relationship between global competence and language learning motivation: An empirical study in critical language classrooms. Foreign Language Annals, 48(3), 511-520. Shadiev, R., & Huang, Y. M. (2016). Facilitating cross-cultural understanding with learning activities supported by speech-to-text recognition and computer-aided translation. Computers & Education, 98, 130-141. Shiva, V. (2002). Ecological balance in an era of globalization. In Global ethics and environment (pp. 47-69). Routledge. Skilbeck, M. (1990). School based curriculum development. Sage. Spaulding, S., Mauch, J., & Lin, L. (2001). The internationalization of higher education: Policy and program issues. Changing perspectives on international education, 190-211. Teräs, M., Suoranta, J., Teräs, H., & Curcher, M. (2020). Post-Covid-19 Education and Education Technology ‘Solutionism’: a Seller’s Market. Postdigital Science and Education, 1-16. Thomas, John. (2000). A Review of Research on Project-Based Learning. Tsubota, Y., Inagaki, T., Nozawa, T., & Ishikawa, Y. (2023). A Pre-Telecollaboration Training Course for Japanese EFL Learners. In Telecollaboration Applications in Foreign Language Classrooms (pp. 23-44). IGI Global. UNESCO. (1974). Recommendation concerning education for international understanding, cooperation and peace and education relation to human rights and fundamental freedoms. Van Lier, L. (2006). The ecology and semiotics of language learning: A sociocultural perspective (Vol. 3): Springer Science & Business Media. Vygotsky, L. (1978). Mind and society: The development of higher psychological Processes. Cambridge, MA: Harvard University Press. Wahyuni, W., Sujoko, S., & Sarosa, T. (2017). Improving students’ speaking skill through project-based learning (digital storytelling). English Education, 6(2), 161-168. Yashima, T., Zenuk‐Nishide, L., & Shimizu, K. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. Language learning, 54(1), 119-152. Zhao, Y. (2020). COVID-19 as a catalyst for educational change. Prospects, 1-5. Zhu, C. (2012). Student satisfaction, performance, and knowledge construction in online collaborative learning. Journal of Educational Technology & Society, 15(1), 127-136.
|