1980年末台灣民主化跨出第一步，1994年台灣社會展開新一波的教育改革，並以教育鬆綁、帶好每位學生、暢通升學管道、提升教育品質、建立終身學習社會為教育發展的方向。教育當局開始推動廣設高中大學的政策，為了實現教育機會均等的政策與理想，在2000年前後開始推動12年國教政策，並在12年國教上路後進一步規劃108課綱的改革，期待不僅在國民教育制度上，更要在課程與教學上推動適性學習，以符應社會對教育改革的期待。
因著108課綱的修訂，中小學教師們有愈來愈多透過彈性課程與自學習的機會，發展符合台灣現行重要議題的多元化教學。其中教育部「議題融入手冊」國際教育，更是希望教師們可以透過行動與實踐，進行跨文化的國際交流，提升在教學現場最創新與先鋒的教學技能，幫助成就更多的學生。
為培育本所研究生在多元社會中了解不同類型的教育模式，協助修課學生從觀察不同教育模式的優勢，以利整合自我的潛能提升自我的教學能力，不僅可以更有效的進行適性教學，並能有效的結合國際教育理念規劃不同群體的教學活動課程。因此，本年度的移地研究規劃透過東海大學國際姊妹校Palacký University Olomouc交流的經驗與參與當地創新教學之課程，幫助這些在職教師可以有國際交流經驗，擁有更廣闊的視野。因為在職教師教學領域上的不同，本課程與當地教師合作，設計包含藝術領域、語言領域、通識之創新教學三大部分，進行課程的規劃。透過美感教育、創新教學方法、創新治療、歐洲語系與文化探索，等，深入探索跨領域教學與跨文化教學。
本課程將透過行前的國際教育文獻閱讀與討論，個別領域的相關文獻與網絡資料搜尋，進行移地學習前的預備知識建構；並在實際課程參與的課程中，體驗跨域與跨文化教學的內涵與活力；最後在結束移地教學後由授課教師帶領，回到課堂進行反思討論，以利對當前台灣的實驗教育進行深度的瞭解。
整體而言，本所年度的移地研究教學將達到下列五項目標：
(一) 瞭解教育的全球趨勢與對台灣教育的影響。
(二) 瞭解國際教育在藝術領域、語文領域及通識中的理念與現況。
(三) 瞭解捷克等歐洲國家實踐創新教育的理念與方式。
(四) 反思台灣教育改革落實的現況，並構思在教學場域運用國際教育觀點啟發，培養進行適性教學教材與教法的素養。
At the end of 1980, Taiwan took the first step toward democratization. In 1994, Taiwanese society launched a new wave of educational reforms, and the goals of educational development were to loosen educational constraints, educate each student well, smooth channels for further education, improve educational quality, and establish a lifelong learning society. direction. The education authorities began to promote the policy of establishing high schools and universities. In order to realize the policy and ideal of equal educational opportunities, they began to promote the 12-year national education policy around 2000, and further planned the reform of the 108 curriculum after the 12-year national education was launched. Looking forward to it Not only in the national education system, but also in curriculum and teaching, adaptive learning must be promoted to meet society’s expectations for education reform.
Due to the revision of the 108 curriculum, primary and secondary school teachers have more and more opportunities to develop diversified teaching that is in line with Taiwan's current important issues through flexible curriculum and self-study. Among them, the Ministry of Education's "Issue Integration Manual" for international education hopes that teachers can conduct cross-cultural international exchanges through action and practice, improve the most innovative and pioneering teaching skills in the teaching field, and help achieve more students.
In order to cultivate our graduate students to understand different types of education models in a pluralistic society, we help students take the course to observe the advantages of different education models, so as to integrate their own potential and improve their teaching abilities. Not only can they conduct more effective adaptive teaching, but also Can effectively combine international education concepts to plan teaching activity courses for different groups. Therefore, this year’s ex-situ research plan will help these in-service teachers gain international exchange experience and gain a broader perspective through the exchange experience of Tunghai University’s international sister school, Palacký University Olomouc, and participation in local innovative teaching courses. Because in-service teachers have different teaching fields, this course cooperates with local teachers to design three parts of innovative teaching in the art field, language field, and general education, and carry out course planning. Through aesthetic education, innovative teaching methods, innovative treatment, European language and cultural exploration, etc., we will deeply explore cross-field teaching and cross-cultural teaching.
This course will build preparatory knowledge before overseas study through pre-departure reading and discussion of international education literature, and search for relevant literature and Internet information in individual fields; and experience cross-domain and cross-cultural teaching in actual courses. The connotation and vitality of the subject; finally, after the off-site teaching, the teacher will lead the class back to the classroom for reflection and discussion, in order to gain an in-depth understanding of the current experimental education in Taiwan.
Overall, our annual ex-situ research teaching will achieve the following five goals:
(1) Understand the global trends in education and their impact on Taiwan’s education.
(2) Understand the concepts and current situation of international education in the fields of art, language and general education.
(3) Understand the concepts and methods of innovative education practiced in European countries such as the Czech Republic.
(4) Reflect on the current status of the implementation of Taiwan’s education reform, and conceive of applying inspiration from international educational perspectives in the teaching field to cultivate the quality of adaptive teaching materials and teaching methods.
1. 劉美慧、王俐蘋、李雪鳳（2023）。從事實為本到概念為本：一所小學的國際教育課程發展協同行動研究。教育研究與發展期刊，19(3)，29-61。https://doi.org/10.6925/SCJ.202309_19(3).0002
2. 林郡雯（2022）。（再）建構記憶──教育、認同與衝突。教科書研究，15(3)，193-206。https://doi.org/10.6481/JTR.202212_15(3).06
3. 陳貞君（2013）。來聽一首跨國交響曲：一位國中英語教師在國際專案教學的實踐與轉化歷程。教育實踐與研究，26(2)，67-102。https://www.airitilibrary.com/Article/Detail?DocID=19935633-201312-201401200027-201401200027-67-102
4. 周淑卿（2005）。課程的美學探究範疇之建構－當前的問題與未來的方向。課程與教學，8(2)，1-14。https://doi.org/10.6384/CIQ.200504.0001
5. 詹志禹（2017）。實驗創新與十二年國民基本教育。課程與教學，20(4)，1-23。https://doi.org/10.6384/CIQ.201710_20(4).0001
1. Liu Meihui, Wang Liping, and Li Xuefeng (2023). From fact-based to concept-based: a collaborative action study of international education curriculum development in a primary school. Journal of Educational Research and Development, 19(3), 29-61. https://doi.org/10.6925/SCJ.202309_19(3).0002
2. Lin Junwen (2022). (Re)Constructing Memory─Education, Identity and Conflict. Textbook Studies, 15(3), 193-206. https://doi.org/10.6481/JTR.202212_15(3).06
3. Chen Zhenjun (2013). Let’s listen to a transnational symphony: a junior high school English teacher’s practice and transformation process in international project teaching. Educational Practice and Research, 26(2), 67-102. https://www.airitilibrary.com/Article/Detail?DocID=19935633-201312-201401200027-201401200027-67-102
4. Zhou Shuqing (2005). The construction of the scope of aesthetic inquiry in the course - current issues and future directions. Curriculum and Instruction, 8(2), 1-14. https://doi.org/10.6384/CIQ.200504.0001
5. Zhan Zhiyu (2017). Experimental innovation and 12 years of basic national education. Curriculum and Instruction, 20(4), 1-23. https://doi.org/10.6384/CIQ.201710_20(4).0001
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 全程參與課程實施全程參與課程實施 Participate in full course implementation |
30 | |
| 熱忱參與分工 熱忱參與分工 Enthusiastic participation in division of labor |
15 | |
| 參與討論 參與討論 Participate in discussions |
20 | |
| 口頭/書面報告(含移地研究成果手冊)口頭/書面報告(含移地研究成果手冊) Oral/written report (including ex-situ research results manual) |
35 |
