Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/148481
|
| Title: | 國民小學全球公民教育指標建構與應用之研究
A Study on the Construction and Application of Global Citizenship Education Indicators for Elementary Schools |
| Authors: | 劉林榮
Liu, Lin-Jung |
| Contributors: | 陳木金
郭昭佑
Chen, Mu-Jin
Guo, Chao-Yu
劉林榮
Liu, Lin-Jung |
| Keywords: | 全球公民教育
模糊德懷術
指標建構
IPA
Global Citizenship Education
Fuzzy Delphi Method
Indicator Construction
Importance/Performance Analysis |
| Date: | 2023 |
| Issue Date: | 2023-12-01 10:38:22 (UTC+8) |
| Abstract: | 聯合國教科文組織（UNESCO）於《2030年永續發展目標》中明確定義了全球發展的方向，並特別強調了教育的關鍵性。對此，臺灣在2019年提出了「臺灣永續發展目標」，並將全球公民教育、性別平等教育和人權教育納入學校教學中，重視培養學生的國際視野及全球公民精神。基於此背景，本研究的目的是設計一套「國民小學全球公民教育指標」，並研究臺北市國小教育工作者對此指標知覺重要性的程度、評估表現情形，以及二者的差距。此外，也探討不同背景的教育工作者在這些指標觀點上的差異。
本研究透過文獻蒐集、適切性評估問卷(專家效度)、模糊德懷術問卷分析及IPA分析，以回應研究之目的。本研究結果顯示，建立了5個層面、10個向度及47個指標項目的全球公民教育指標。這些指標不僅能作為學校實踐全球公民教育的參考，也可供教育主管機關訂定課程綱要時參考。現場教育工作者普遍認為這套指標的重要性為「高」，而他們對於「國民小學全球公民教育指標」的表現情形評估為「中高」程度。在IPA策略矩陣中，最需要優先改進的項目是屬於「自立互助共好」的層面，具體的向度是「獨立完成」和10個指標項目。經過t檢定和ANOVA分析，發現現場教育工作者在不同背景變項中，對指標重要性/表現情形的知覺與評估並無明顯差異，表示不同背景的教育者在此認知上持有相近的看法和認知。
The United Nations Educational, Scientific and Cultural Organization (UNESCO) has explicitly defined the direction of global development in its "Sustainable Development Goals for 2030," emphasizing the critical role of education. In response, Taiwan introduced the "Taiwan Sustainable Development Goals" in 2019, incorporating global citizenship education, gender equality education, and human rights education into school curricula, focusing on nurturing students' international perspectives and global citizenship. Against this backdrop, the aim of this study is to design a set of "Global Citizenship Education Indicators for Elementary Schools" and to investigate the perceived importance, performance evaluation, and the gap between the two among educational workers in Taipei City elementary schools. Additionally, the study explores the differences in these indicators among educators with different backgrounds.
This study employs literature review, expert validity assessment, Fuzzy Delphi Method questionnaire analysis, and Importance-Performance Analysis (IPA) to address the research objectives. The results reveal a framework of global citizenship education indicators consisting of 5 dimensions, 10 sub-dimensions, and 47 specific indicators. These indicators serve not only as a reference for schools implementing global citizenship education but also as a guideline for educational authorities in curriculum planning. On-site educational workers generally perceive the importance of these indicators as "high," and their performance evaluation is rated as "moderate to high." In the IPA strategy matrix, the items that need priority improvement belong to the "Self-Reliance and Mutual Aid" dimension, specifically the "Independent Completion" sub-dimension and 10 indicators. T-tests and ANOVA analyses indicate no significant differences in the perception and evaluation of indicator importance/performance among educational workers with different background variables, suggesting a similar understanding and cognition across different educators. |
| Reference: | 一、中文書目
于承平 (2022) 。21世紀能力發展之理念與規劃。學校行政，(138)，150-178。 https://doi.org/10.6423/hhhc.202203_(138).0007
王文科 (2015)。教育行政與教育發展: 黃昆輝教授祝壽論文集。五南。
王俊斌 (2022)。複合性認同，全球素養與新多元文化教育。課程研究雜誌，17(1), 41-68。
王景坤 (2020)。國民小學數位公民能力指標建構之研究。〔博士論文，國立臺北教育大學〕。臺灣博碩士論文加值系統。 https://reurl.cc/1G3Gyp
樂黛雲 (2021). 跨文化之橋。北京圖書。
馮建軍、傅淳華 (2008)。多元文化時代道德教育的困境與抉擇。〔博士論文，南京師範大學〕。https://www.sinoss.net/uploadfile/2010/1130/9177.pdf
鄧毓浩 (2013)。台灣公民教育的發展。現代教育論叢，(5)，37-50。
黃政傑、林佩璇(2013). 合作學習。五南。
朱則剛 (2005)。加拿大媒體素養教育探討。圖書資訊學刊，3(1&2)，1-13。 https://doi.org/10.6182/jlis.2005.3(1.2).001
百科知識 (2022)。草船借箭。https://reurl.cc/kq3rn9
行政院國家永續發展委員會 (2019)。臺灣永續發展目標。https://reurl.cc/X4OZ7g
多元文化主義 (2022a)。載於維基百科。https://reurl.cc/KMAklR
何宏發、陳清煌 (2021)。我國小學學生的大數據學習資料分析研究：以英文字彙自主學習為例。數位學習科技期刊，13(3)，81-108。https://doi.org/10.3966/2071260x2021071303004
吳明烈 (2003)。新學習文化的塑造與發展：終身學習取向。教育研究集刊，49(4)，127-152。https://doi.org/10.6910/ber.200312_(49-4).0005
吳采峰、張秀穗 (2015)。以英文可預測書進行讀寫整合教學對臺北市小五生英語寫作能力之影響研究。 跨文網：語言與文學研究，15(1)，c1-33。
吳政達(2005)。我國地方政府層級教育課責系統建構之評估：模糊德菲法之應用。教育與心理研究，28(4)，645-665。
吳剛 (2022)。跨文化教育。中國大百科全書。
吳清山 (2015)。教育名詞－實驗教育三法。教育脈動，(3)，152-153。
吳清山 (2020) 教育V辭書。元照。
吳清山 (2021)。學習羅盤。教育研究月刊，328。https://doi.org/10.53106/168063602021080328009
吳清山、王令宜、黃建翔. (2014)。國民小學推動永續發展教育之調查研究。課程與教學，17(2)，93-117。https://doi.org/10.6384/ciq.201404_17(2).0005
宋強、饒從滿 (2018)。著眼全球共同利益:「世界公民」教育的國際研究新趨勢 。現代教育管理.。https://reurl.cc/8pmm7d
李坤崇 (2001)。綜合活動學習領域教材教法。心理。
李奉儒 (2021)。重新省思Paul H. Hirst的博雅教育思想。臺灣教育哲學(Paul Hirst紀念專刊)，1-35。https://doi.org/10.7001/jtpe.202106/sp.0001
李奉儒 (2022)。教育學方法論與教育科學理論之建構：楊深坑教授論著之啟示。臺灣教育哲學，6(1)，45-90。https://reurl.cc/eX3WRb
李明歡 (2001)。「多元文化」論爭世紀回眸。社會學研究，3，101。
李隆盛、楊秀全 (2019)。範例引導學習與問題導向學習之教學策略對國小學生機器人程式學習的影響。數位學習科技期刊，11(4)，77-104。 https://doi.org/10.3966/2071260x2019101104004
沈世宏 (2011)。打造環境永續的綠色臺灣－環境資源部未來展望。研考雙月刊，35(2)，131-135。https://doi.org/10.6978/yksyk.201104.0131
周呈奇 (2018)。當代臺灣關於生態環境、代際正義、人文資產的可持續發展之思想探索。華人經濟研究，16(2)，37-51。
林玉鵬、王維菁、陳炳宏 (2020)。數位網路時代下媒體素養教育政策再思考 。教育科學研究期刊，65(1)，115-136。 https://doi.org/10.6209/jories.202003_65(1).0005
林育慈、吳正己(2016)。運算思維與中小學資訊科技課程。教育脈動，(6)，5-20。
林英杰、李文瑜、莊秋蘭 (2022)。系統思考能力的分析架構、評量與教學：K-12科學教育相關實徵性研究之文獻回顧 。師資培育與教師專業發展期刊，15(1), 57-90。 https://doi.org/10.53106/207136492022041501003
林素卿、陳億玲、邱俊杰 (2022)。全球化脈絡下我國環境教育課程設計原則與應用之探究。台灣教育研究期刊，3(1)，197-212。
林琪蓉、吳清山 (2022)。校長運用系統領導改善學校績效之探析。學校行政，(137), 41-57。https://doi.org/10.6423/hhhc.202201_(137).0002
批判性思維 (2023)。載於維基百科。 https://reurl.cc/n756G6
邱皓政 (2022)。量化研究與統計分析：SPSS與R資料分析範例解析。五南。
金車文教基金會 (2019)。2020與媒共好：媒體素養計畫。https://reurl.cc/mloZjG
姚冬琳 (2016)。全球視域下中小學生多元文化素養的培養策略。教育行政論壇，8(1)，60-67。
思元 (2018)。自我管理學。飛翔時代。
施祖琪、臧國仁 (2003)。再論風格與新聞風格－以《綜合月刊》為例。新聞學研究，(77)，143-185。 https://doi.org/10.30386/mcr.200310_(77).0005
洪詠善 (2019)。台灣課程改革脈絡中教師專業發展的回顧與展望。教育學報，47(1)，49-69。
胡翠君、許媖茹、宋曜廷 (2020)。英語作為外語的國小畢業生詞彙量、詞彙閾值與閱讀理解。教育科學研究期刊，65(1)，137-174。 https://doi.org/10.6209/jories.202003_65(1).0006
鄭永和、王晶瑩、李西營、楊宣洋、謝湧 (2021)。我國科技創新後備人才培養的理性審視。中國科學院院刊，36(7)，757-764。
唐潔、王漢玉 (2014)。人與自然的和諧共存：論維特與自然的微妙關係。https://reurl.cc/qk5Z4p
徐式寬、關秉寅 (2011)。國民中小學教師資訊融入教學素養評量表之建構與調查。科學教育學刊，19(4)，335-357。
徐怡靜 (2017)。全球公民教育的理念、目標、內涵與實踐。臺灣教育評論月刊，6(4)，19-31。
徐建國 (2004)。批判思考與公民教育。課程與教學，7(2)，25-40。
徐榮崇、徐瑞霙 (2007)。從跨國主義談臺灣外籍新娘及第二代的鄉土認同一以蘆洲市某國小為例。課程與教學，10(1)，43-63。 https://doi.org/10.6384/ciq.200701.0043
祝智庭、賀斌 (2012)。智慧教育: 教育信息化的新境界。教育基本理論，87-96。
祝智庭、管珏琪 (2014)。教育變革中的技術力量。中國電化教育(1)，1-9。
郝祥軍、賀雪 (2022)。AI 與人類智能在知識生產中的博弈與融合及其對教育的啟示。華東師範大學學報 (教育科學版)，40(9)，78。
高士凡 (2013)。讓我們一起來『跟述』吧！：一個檢測在英語教室裡使用跟述效果的實驗研究。國立彰化師範大學文學院學報，8，111-134。
國家發展委員會 (2021)。國家發展計畫(110至113年)。https://reurl.cc/ZXAGVW
張善禮 (2015)。外語教育的前瞻：以跨文化溝通能力建構國際行動能力的外語教育。外國語文研究，(22)，97-115。
張華 (2016)。論核心素養的內涵。全球教育展望，4(10)。https://reurl.cc/p5rrz8教育部 (2003)。國民中小學九年一貫課程綱要。https://reurl.cc/m0rrVM
教育部 (2011)。中小學國際教育白皮書。 https://reurl.cc/edLLex
教育基本法 (民國102年12月11日)修正公布。https://reurl.cc/EGrXGg
教育部 (2018)。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校_社會領域。https://reurl.cc/XV0m73
教育部 (2020)。中小學國際教育白皮書 2.0。https://reurl.cc/n11M3l
教育部 (2021)。十二年國民基本教育課程綱要(110.02修正)。https://reurl.cc/MR0XbX
教育部 (2022)。國際數學與科學教育成就趨勢調查(TIMSS)。國立臺灣師範大學科學教育中心。https://reurl.cc/7RDj3k
郭重吉 (2022)。面向教育的未來：從系統思考初探教育範式的轉移。臺灣教育評論月刊，11(12)，129-153。
陳壬、文樺 (2022)。芬蘭小學數學教科書國際教育之內容分析―以五年級[選修題材]單元為例。Journal of Textbook Research, 15(1)。https://reurl.cc/33Rgol
陳木金 (2002)。學校領導研究。高等教育。
陳木金、蘇芳嬅、邱馨儀 (2010)。國民小學教師創新班級經營指標建構之研究. 創造學刊，1(2)，17-42。
陳佩英 (2018)。跨領域素養導向課程設計工作坊之構思與實踐。 Journal of Curriculum Studies, 13(2), 21-42。
陳采秀 (2019)。自我導向學習與數位學習準備度內涵之探究。明道學術論壇， 11(1)， 43-53。
陳采秀 (2020)。自我導向數位學習準備度之相關構念分析。明道學術論壇， 11(2)，33-44。
陳美如、雷嗣汶 (2019)。跨領域學習：創新課程發展關鍵元素。教育研究月刊，300。18-34。
陳偉寬 (2022)。俄烏戰爭對台灣的警示與啟迪。空軍軍官雙月刊，(224)，52-65。https://reurl.cc/dWMLOD
陳淑敏 (2018)。全球公民素養的國際倡議：學習架構與研究進展之探討。 Journal of Education Research, (288), 112-124。
陳清義、王淑珍 (2020)。大數據時代的基本學力檢測未來趨勢—以臺北市國小基本學力檢測為例。台灣教育，(722)，37-46。
陳雪芳、吳俊杰 (2018)。團隊角色融入國小綜合活動學習領域之行動研究。華梵藝術與設計學報，(13)，51-76。
陳曉莉 (2019)。YouTube違反兒童隱私被判罰1.7億美元，創歷史紀錄。https://www.ithome.com.tw/news/132891
陳麗華 (2011)。公民行動取向全球議題課程設計模式與實踐案例。臺灣民主季刊，8(1)，47-82。
彭玉丹、朱愛虹 (2006)。學生自我管理在學生管理工作中的實踐。中國環境管理幹部學院學報，16(1)，115-117。
彭新強、李傑江 (2008)。元認知：學會學習的核心。香港中文大學教育學院。
曾盈琇 (2018)。提升學生學習動機之策略。臺灣教育評論月刊，7(9)，138-142。
温子欣、秦夢群、陳木金 (2013)。校長領導之道－成功校長領導行為個案研究 。教育科學期刊，12(1), 59-89。
游自達 (2019)。素養導向教學的實踐：深化學習的開展。臺灣教育評論月刊，8(10)，6-12。
湯梅英 (2001)。人權教育的課程與教學：一個重要卻受忽視的新興議題。課程與教學，4(4)，1-19。 https://doi.org/10.6384/ciq.200110.0001
賀彩利 (2022)。十二年國教課綱第二教育階段生命教育課程實施方案之探究－以桃園市生命教育教材教學方案為例。生命教育研究，14(2)，67-106。 https://doi.org/10.53106/207466012022121402003
魯子問 (2002)。試論跨文化教育的實踐思路。教育理論與實踐，22(4)，1-7。
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 (2019)。從2018 PISA全球素養評量問卷論國際教育的實踐。臺灣教育評論月刊，6。
黃政傑、張嘉育 (2010)。讓學生成功學習: 適性課程與教學之理念與策略。課程與教學，13(3)，1-22。
黃柏叡 (2021)。文化取向比較教育研究轉變之探析。教育學報， 49(1)，167-186。
黃振恭、李新鄉 (2015)。國小導入 IWB 教學以建構高互動教室的省思與策略 (II)。科學教育月刊，(384)，19-28。
楊念湘、陳木金 (2011)。優質學校品質管理指標建構之研究。 教育研究通報， 3(2)，57-80。
楊國賜 (2014)。終身學習的新思維與新方向。台灣教育，(689)， 2-7。
楊順從 (2021)。暖化與生態公義。神學與教會， 45(2)，61-88。https://doi.org/10.6888/tc.202101_46(1).0003
葉乃靜 (2022)。資訊素養教育的特徵與重要性。通識教育學刊(30)，11-32。https://doi.org/10.6360/tjge.202212_(30).0001
葉家威、曾瑞明 (2018)。全球正義與普世價值. The Chinese University Press.
廖梅君 (2022)。分布式領導、正向學校氣候與教師工作滿意度的關係之研究：以TALIS 2018臺灣資料為例。學校行政，(138)，105-125。
敏銳 (2022)。載於漢典 。 https://www.zdic.net/
博雅教育 (2022b)。載於維基百科。https://reurl.cc/jl18O2
臺北市政府教育局 (2011)。2011-2016臺北市全球教育白皮書。https://reurl.cc/Zy9eGp
臺北市政府教育局 (2018a)。臺北市科技領域國小資訊科技課程教學綱要。https://reurl.cc/V8DEOA
臺北市政府教育局 (2018b)。臺北市國際教育中長程實施計畫-建構全球素養及未來競爭力。https://reurl.cc/zNx2ok
臺北市政府教育局 (2019)。全球素養評量手冊國小篇。https://reurl.cc/4p2a6Y
臺北市政府教育局 (2022a)。臺北市國際教育白皮書PLUS。https://reurl.cc/vWVydy
臺北市政府教育局 (2022b) 臺北市教育統計年報。https://reurl.cc/4QyYp3
臺北市政府教育局 (2023)。躍進臺北教育點亮大未來。https://reurl.cc/6NyqLd
劉徽、徐玲玲、滕梅芳 (2020)。大概念視角下的跨學科課程設計。Journal of Curriculum Studies, 15(2), 21-48。
潘文忠 (2021)。數位教學從馬拉松變跑百米，台灣要善用這個機。https://www.cw.com.tw/article/5118760
諄筆群 (2021)。媒體素養教育首應導正年輕世代的使用觀念。點教育，3(1)，13-14。
鄧宗德 (2019)。友善平權的博物館兒童人權教育：以國家人權博物館2018年「文化體驗教育課程」為例。博物館與文化，(18)，3-35。
蕭揚基 (2007)。公民的形塑與發展: 價值多元時代的公民教育。研究與動態，(15)，141-158。
謝傳崇、朱紋秀 (2011)。校長跨界領導之初探。學校行政，(75)，118-130。 https://doi.org/10.6423/hhhc.201109.0118
龐維國（2001）。論學生的自主學習．華東師範大學學報（教育科學版），19(2)， 78。
豐子義 (2013)。全球化與當代社會發展的新變化。https://reurl.cc/3Oo5G0
羅世宏 (2018)。關於 [假新聞] 的批判思考: 老問題, 新挑戰與可能的多重解方。資訊社會研究，(35)，51-85。
二、英文書目
Adeola, F. O. (2000). Cross-national environmental injustice and human rights issues: A review of evidence in the developing world. American Behavioral Scientist, 43(4), 686-706.
Agbedahin, A. V. (2019). Sustainable development, Education for Sustainable Development, and the 2030 Agenda for Sustainable Development: Emergence, efficacy, eminence, and future. Sustainable Development, 27(4), 669-680.
Andrade, M. S., & Bunker, E. L. (2009). A model for self‐regulated distance language learning. Distance Education, 30(1), 47-61.
Appiah, K. A. (2007). Ethics in a World of Strangers. https://reurl.cc/Ny4QZn
Arifin, I., & Hermino, A. (2017). The importance of multicultural education in schools in the era of ASEAN economic community. Asian Social Science, 13(4), 78-92.
Aspin, D. N., & Chapman, J. D. (2000). Lifelong learning: concepts and conceptions. International Journal of lifelong education, 19(1), 2-19.
AtKisson, A. (2012). The sustainability transformation: how to accelerate positive change in challenging times. Routledge.
Banks, J. A. (2006). Diversity and citizenship education: Global perspectives. John Wiley & Sons.
Banks, J. A. (2008). An introduction to multicultural education. https://reurl.cc/v60ade
Banks, J. A., & Banks, C. A. M. (2019). Multicultural education: Issues and perspectives. John Wiley & Sons.
Barrett, M. D., Huber, J., & Reynolds, C. (2014). Developing intercultural competence through education. Multilingual Matters.
Bascopé, M., Perasso, P., & Reiss, K. (2019). Systematic review of education for sustainable development at an early stage: Cornerstones and pedagogical approaches for teacher professional development. Sustainability, 11(3), 719.
Bennett, M. J., & Bennett, M. J. (1993). Intercultural sensitivity. Principles of training and development. Portland, OR: Portland State University, 25(21), 185-206.
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. Assessment and teaching of 21st century skills, 17-66.
Bloom, B. S., & Krathwohl, D. R. (2020). Taxonomy of educational objectives: The classification of educational goals. Book 1, Cognitive domain. longman.
Bodzin, A., Klein, B. S., & Weaver, S. (2010). The inclusion of environmental education in science teacher education. Springer Science & Business Media.
Botero, C. A., Weissing, F. J., Wright, J., & Rubenstein, D. R. (2015). Evolutionary tipping points in the capacity to adapt to environmental change. Proceedings of the National Academy of Sciences, 112(1), 184-189.
Bourn, D. (2014). The Theory and Practice of Development Education: A pedagogy for global social justice. Routledge. Routledge.
Buchanan, R. (2019). Systems thinking and design thinking: The search for principles in the world we are making. She Ji: The Journal of Design, Economics, and Innovation, 5(2), 85-104.
Burbules, N. C. (1999). Cultivating Humanity: A Classical Defense of Reform in Liberal Education. Harvard educational review, 69(4), 456.
Burnham, J. F. (2006). Scopus database: a review. Biomedical digital libraries, 3(1), 1-8.
Byram, M., & Masuhara, H. (2013). Intercultural competence. Applied linguistics and materials development, 143-160.
Byram, M. (2020). Teaching and assessing intercultural communicative competence: Revisited. Multilingual Matters.
Carens, J. H. (2000). Culture, citizenship, and community: A contextual exploration of justice as evenhandedness. Oxford University Press on Demand.
Carson, R. (2003). The sea around us. Oxford University Press, USA.
Carson, R. (2011). Lost woods: The discovered writing of Rachel Carson. Beacon Press.
Chen, A. S. (2018). Exploration of International Initiatives, Learning Frameworks, and Research Progress on Global Citizenship Literacy. Journal of Education Research(288), 112-124.
Chiba, M., Sustarsic, M., Perriton, S., & Edwards Jr, D. B. (2021). Investigating effective teaching and learning for sustainable development and global citizenship: Implications from a systematic review of the literature. International Journal of Educational Development, 81, 102337.
Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2021). 21st century skills development through inquiry-based learning from theory to practice. Springer.
Cohen, J. (2016). A power primer. https://reurl.cc/m0rM07
Connerley, M. L., & Pedersen, P. B. (2005). Leadership in a diverse and multicultural environment: Developing awareness, knowledge, and skills. Sage Publications.
Costa, A. L., & Kallick, B. (2000). Discovering and exploring habits of mind. Explorations in Teacher Education, 36, 36-38.
Coyle, D. (2006). Content and language integrated learning: Motivating learners and teachers. Scottish languages review, 13(5), 1-18.
Crowdbotics. (2021). Technology Trends That Will Define the Next Decade. https://reurl.cc/9VG5oV
Crystal, D. (2003). English as a global language. Cambridge university press.
Darling-Hammond, L. (2012). Powerful teacher education: Lessons from exemplary programs. John Wiley & Sons.
Das, K., & Paital, B. (2021). Future call for policy making to speed up interdisciplinarity between natural and social sciences and humanities in countries such as India. Heliyon, 7(3), e06484.
Davies, I., & Pike, G. (2010). Global citizenship education: Challenges and possibilities. The handbook of practice and research in study abroad, 83-100.
Davies, L. (2006). Global citizenship: Abstraction or framework for action? Educational review, 58(1), 5-25.
De Andreotti, V. O. (2014). Soft versus critical global citizenship education. In Development education in policy and practice (pp. 21-31). Springer.
Deardorff, D. K. (2011). Assessing intercultural competence. New directions for institutional research, 2011(149), 65.
Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. Handbook of theories of social psychology, 1(20), 416-436.
Delors, J. (2013). The treasure within: Learning to know, learning to do, learning to live together and learning to be. What is the value of that treasure 15 years after its publication? International review of education, 59(3), 319-330. https://reurl.cc/NR7q9n
Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. The New Press.
Deng, W. (2007). Using a revised importance–performance analysis approach: The case of Taiwanese hot springs tourism. Tourism management, 28(5), 1274-1284.
Dervin, F., & Simpson, A. (2021). Interculturality and the political within education. Routledge.
Desa, U. (2016). Transforming our world: The 2030 agenda for sustainable development. https://reurl.cc/oQa04Q
Dewey, J. (1930). Democracy and education: An introduction to the philosophy of education. Macmillan New York.
Dewey, J. (2011). The sources of a science of education. Read Books Ltd.
Doerr, N. M., Puente, D., & Kamiyoshi, U. (2020). Global citizenship, identity and intercultural competence: Student identities in education abroad. Education Abroad, 119-134.
Dolinsky, A. L. (1991). Considering the Competition in Strategy Development: An Extension of Importance--Performance Analysis. Journal of Health Care Marketing, 11(1).
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological review, 95(2), 256.
Ehrlich, P. R., & Ehrlich, A. H. (1997). The value of biodiversity. The Economics of Transnational Commons, 97-117.
Eisenberg, E. M., Goodall, H. L., Trethewey, A., & LeGreco, M. (2001). Organizational communication: Balancing creativity and constraint. Bedford/St. Martin's Boston.
Fahim, M., & Pezeshki, M. (2012). Manipulating critical thinking skills in test taking. International Journal of Education, 4(1), 153.
Fanghanel, J., & Cousin, G. (2012). ‘Worldly’pedagogy: a way of conceptualising teaching towards global citizenship. Teaching in higher education, 17(1), 39-50.
Farlex. (2022). weather eye. Retrieved 12.22 from https://reurl.cc/XLjlzE
Field, J. (2000). Lifelong learning and the new educational order. Trentham Books.
Flanagan, C., & Levine, P. (2010). Civic engagement and the transition to adulthood. The future of children, 159-179.
Forum, W. E. (2020). The future of jobs report 2020. Retrieved from Geneva.
Fukuda-Parr, S., & Messineo, C. (2012). Human Security: A critical review of the literature. Centre for Research on Peace and Development (CRPD) Working Paper, 11, 1-19.
Fullan, M. (2005). The meaning of educational change: A quarter of a century of learning. In The roots of educational change: International handbook of educational change (pp. 202-216). Springer.
Gardner, H. E. (2008). Multiple intelligences: New horizons in theory and practice. Basic books.
Gaudelli, W. (2016). Global citizenship education: Everyday transcendence. Routledge.
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of teacher education, 53(2), 106-116.
Gholami, R. (2017). The art of self-making: identity and citizenship education in late-modernity. British Journal of Sociology of Education, 38(6), 798-811.
Giangrande, N., White, R. M., East, M., Jackson, R., Clarke, T., Saloff Coste, M., & Penha-Lopes, G. (2019). A competency framework to assess and activate education for sustainable development: Addressing the UN sustainable development goals 4.7 challenge. Sustainability, 11(10), 2832.
Giroux, H. A. (2018). Pedagogy and the politics of hope: Theory, culture, and schooling: A critical reader. Routledge.
Glaser, R. (1984). Education and thinking: The role of knowledge. American psychologist, 39(2), 93.
Goleman, D. (2011). The brain and emotional intelligence: New insights. Regional Business, 94-95.
Goleman, D. (2018). What makes a leader? In Military leadership. Routledge.
Gough, A. (2018). Sustainable development and global citizenship education: Challenging imperatives. The Palgrave handbook of global citizenship and education, 295-312.
Grill, K. (2011). Paternalism. https://reurl.cc/1G3vOV
Guérin, L., Van der Ploeg, P., & Sins, P. (2013). Citizenship education: the feasibility of a participative approach. Educational Research, 55(4), 427-440.
Haddow, G., & Hammarfelt, B. (2019). Quality, impact, and quantification: Indicators and metrics use by social scientists. Journal of the Association for Information Science and Technology, 70(1), 16-26.
Hawes, J. M., & Rao, C. (1985). USING IMPORTANCE--PERFORMANCE ANALYSIS TO DEVELOP HEALTH CARE MARKETING STRATEGIES. Journal of Health Care Marketing, 5(4).
Hayek, F. A. (2009). The use of knowledge in society. In Knowledge management and organizational design (pp. 7-15). Routledge.
Hirsch Jr, E. D. (2010). The schools we need: And why we don't have them. Anchor.
Hobbs, R. (2010). Digital and media literacy: A plan of action. The Aspen Institute.
Holden, C. (2000). Learning for democracy: From world studies to global citizenship. Theory into Practice, 39(2), 74-80.
Hossain, M., & G Robinson, M. (2012). How to motivate US students to pursue STEM (science, technology, engineering and mathematics) careers. Online Submission.
Howe, E. R. (2013). Alternatives to a master’s degree as the new gold standard in teaching: a narrative inquiry of global citizenship teacher education in Japan and Canada. Journal of Education for Teaching, 39(1), 60-73.
Howells, K. (2018). The future of education and skills: education 2030: the future we want https://reurl.cc/7pxvmk
Howlett, C., Ferreira, J.-A., & Blomfield, J. (2016). Teaching sustainable development in higher education: Building critical, reflective thinkers through an interdisciplinary approach. International Journal of Sustainability in Higher Education.
Hsu, T., & Yang, T. (2000). Application of fuzzy analytic hierarchy process in the selection of advertising media. Journal of Management and Systems, 7(1), 19-39.
Hsu, Y., Liou, B.-Y., Ho, C.-W., & Huang, Y.-H. (2017). The influence of thinking styles and self-adjustment strategies applied to a digital table game. International Journal of Mobile Learning and Organisation, 11(3), 242-255.
Huang, H.-C. (2022). Towards Education 2030: The Feasible Strategies for Mobilizing Educational Change and Innovation via Deep Learning. Journal of Education Research(333), 90-106.
Hughson, T. A., & Wood, B. E. (2020). The OECD Learning Compass 2030 and the future of disciplinary learning: a Bernsteinian critique. Journal of Education Policy, 1-21.
Hutasuhut, I., Ahmad Zaidi Adruce, S., & Jonathan, V. (2021). How a learning organization cultivates self-directed learning. Journal of Workplace Learning, 33(5), 334-347.
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of computers in education, 2, 449-473.
ICCS. International Civic and Citizenship Education Study. Retrieved 2023 from https://www.iea.nl/studies/iea/iccs
Indicators, O. (2019). Education at a glance: organisation for economic co-operation and development. Education at a Glance. In.
Ishikawa, A., Amagasa, M., Shiga, T., Tomizawa, G., Tatsuta, R., & Mieno, H. (1993). The max-min Delphi method and fuzzy Delphi method via fuzzy integration. Fuzzy sets and systems, 55(3), 241-253.
Ivanitskaya, L., Clark, D., Montgomery, G., & Primeau, R. (2002). Interdisciplinary learning: Process and outcomes. Innovative higher education, 27, 95-111.
Ivlev, V., & Ivleva, M. (2018). Philosophical foundations of the concept of green economy. International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018).
Jarvis, P. (2009). Learning to be a person in society. Routledge.
Jenson, J., & Droumeva, M. (2016). Exploring media literacy and computational thinking: A game maker curriculum study. Electronic Journal of e-Learning, 14(2), pp111-121.
Johnson, R. T., & Johnson, D. W. (2008). Active learning: Cooperation in the classroom. The annual report of educational psychology in Japan, 47, 29-30.
Jonassen, D. H., & Carr, C. S. (2020). Mindtools: Affording multiple knowledge representations for learning. In Computers as cognitive tools, volume two: No more walls (pp. 165-196). Routledge.
Kawashima-Ginsberg, K. (2016). The future of civic education. https://reurl.cc/z6l1oV
Kay, K., & Greenhill, V. (2010). Twenty-first century students need 21st century skills. In Bringing schools into the 21st century (pp. 41-65). Springer.
Keles, R. (2012). The quality of life and the environment. Procedia-Social and Behavioral Sciences, 35, 23-32.
Kerlinger, F.N. (1966). Foundations of behavioral research. Holt, Rinehart and Winston: New York.
Keshavarz, H. (2021). Evaluating credibility of social media information: current challenges, research directions and practical criteria. Information discovery and delivery, 49(4), 269-279.
King, G. A., & Rothstein, M. G. (2010). Resilience and leadership: The self-management of failure. In Self-management and leadership development. Edward Elgar Publishing.
Kivunja, C. (2014). Do You Want Your Students to Be Job-Ready with 21st Century Skills? Change Pedagogies: A Pedagogical Paradigm Shift from Vygotskyian Social Constructivism to Critical Thinking, Problem Solving and Siemens' Digital Connectivism. International journal of higher education, 3(3), 81-91.
Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173.
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: effects on instructional quality and student development. Journal of educational psychology, 105(3), 805.
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: aka the remix. Harvard educational review, 84(1), 74-84.
Larson, L. C., & Miller, T. N. (2011). 21st century skills: Prepare students for the future. Kappa Delta Pi Record, 47(3), 121-123.
Lasker, R. D., & Weiss, E. S. (2003). Broadening participation in community problem solving: a multidisciplinary model to support collaborative practice and research. Journal of Urban Health, 80, 14-47.
Leek, J. (2016). Global citizenship education in school curricula. A Polish perspective. Journal of Social Studies Education Research, 7(2).
Leite, S. (2022). Using the SDGs for global citizenship education: Definitions, challenges, and opportunities. Globalisation, Societies and Education, 20(3), 401-413.
Lieberman, A., & Miller, L. (1990). Teacher development in professional practice schools. Teachers College Record, 92(1), 105-122.
Lilley, K., Barker, M., & Harris, N. (2017). The global citizen conceptualized: Accommodating ambiguity. Journal of Studies in International Education, 21(1), 6-21.
Linstone, H. A., & Turoff, M. (1975). The Delphi Method: Techniques and Applications, AddisonWesley. Reading, MA.
Liu, E., & Noppe-Brandon, S. (2009). Imagination first: Unlocking the power of possibility. John Wiley & Sons.
Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9-24.
Luna Scott, C. (2015). The futures of learning 2: What kind of learning for the 21st century? https://reurl.cc/edLzZR
Marshall, H. (2011). Instrumentalism, ideals and imaginaries: Theorising the contested space of global citizenship education in schools. Globalisation, Societies and Education, 9(3-4), 411-426.
Martens, H., & Hobbs, R. (2015). How media literacy supports civic engagement in a digital age. Atlantic Journal of Communication, 23(2), 120-137.
Martilla, J. A., & James, J. C. (1977). Importance-performance analysis. Journal of marketing, 41(1), 77-79.
Mayer, R., & Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge university press.
Merriam-Webster. (2022). weather eye. Retrieved 12.22 from https://reurl.cc/Gexbq3
Merryfield, M. M. (2001). Moving the center of global education: From imperial world views that divide the world to double consciousness, contrapuntal pedagogy, hybridity, and cross-cultural competence. Critical issues in social studies research for the 21st century, 179-208.
Mezirow, J. (2003). How critical reflection triggers transformative learning. Adult and Continuing Education: Teaching, learning and research, 4, 199.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054.
Misztal, B. (2013). Trust in modern societies: The search for the bases of social order. John Wiley & Sons.
Morais, D. B., & Ogden, A. C. (2011). Initial development and validation of the global citizenship scale. Journal of Studies in International Education, 15(5), 445-466.
Muleya, G. (2017). The conceptual challenges in the conceptualisation of civic education.
Myers, J. P. (2016). Charting a democratic course for global citizenship education: Research directions and current challenges. Education Policy Analysis Archives, 24, 55-55.
Naess, A. (1989). Ecology, community and lifestyle: Outline of an ecosophy. Cambridge University Press.
Nardi, P. M. (2018). Doing survey research: A guide to quantitative methods. Routledge.
Nations, U. (2019). Sustainable development goals. https://reurl.cc/WvRx75
Nations, U. (n.d.). Take Action for the Sustainable Development Goals. https://reurl.cc/vkdg4N
Niens, U., & Reilly, J. (2014). Education for global citizenship in a divided society? Young people's views and experiences. In Youth Citizenship and the Politics of Belonging (pp. 103-118). Routledge.
Nieto, S. (2001). Language, culture, and teaching: Critical perspectives. Routledge.
Nieto, S. (2009). Multicultural education in the United States: Historical realities, ongoing challenges, and transformative possibilities. In The Routledge international companion to multicultural education (pp. 79-95). Routledge.
Noddings, N. (2005). Educating citizens for global awareness. Teachers College Press.
Nowak, M. A., & Highfield, R. (2011). Supercooperators. Edinburgh: Canongate.
Nussbaum, M. C. (1998). Cultivating humanity. Harvard University Press.
OECD. (2018). Preparing our youth for an inclusive and sustainable world: The OECD PISA global competence framework. In: OECD Paris.
Ojebuyi, B. R., & Salawu, A. (2015). Media Literacy, Access and Political Participation Among South African Black Youth: A Study of North-West University, Mafikeng Campus. Journal of Communication, 6(1), 207-218.
Osler, A., & Starkey, H. (2018). Extending the theory and practice of education for cosmopolitan citizenship. Educational review, 70(1), 31-40.
Oxfam. (2006). Education for global citizenship: A guide for schools. Oxfam GB.
Oxley, L., & Morris, P. (2013). Global citizenship: A typology for distinguishing its multiple conceptions. British journal of educational studies, 61(3), 301-325.
Parekh, B. (2001). Rethinking multiculturalism: Cultural diversity and political theory. Ethnicities, 1(1), 109-115.
Pashby, K. (2012). Questions for Global Citizenship Education in the Context of the ‘New Imperialism': For Whom, by Whom? In Postcolonial perspectives on global citizenship education. Routledge.
Pashby, K. (2015). Conflations, possibilities, and foreclosures: Global citizenship education in a multicultural context. Curriculum Inquiry, 45(4), 345-366.
Passarelli, A. M., & Kolb, D. A. (2011). The learning way: Learning from experience as the path to lifelong learning and development. The Oxford handbook of lifelong learning, 70-90.
Paul, R., & Elder, L. (2006). Critical thinking: The nature of critical and creative thought. Journal of Developmental Education, 30(2), 34.
Paul, R., & Elder, L. (2019). The miniature guide to critical thinking concepts and tools. Rowman & Littlefield.
Peterson, A. (2011). Republican cosmopolitanism: democratising the global dimensions of citizenship education. Oxford Review of Education, 37(3), 421-435.
PISA. (n.d.). Publications. https://www.oecd.org/pisa/publications/
Polya, G. (2004). How to solve it: A new aspect of mathematical method. Princeton university press.
Popper, K. (2005). The logic of scientific discovery. Routledge.
Pranckutė, R. (2021). Web of Science (WoS) and Scopus: The titans of bibliographic information in today’s academic world. Publications, 9(1), 12.
Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently? On the horizon, 9(6), 1-6.
Programme, O. D. E. (2006). Education for global citizenship: A guide for schools. Oxfam GB.
Putnam, R. D. (2015). Bowling alone: America’s declining social capital. In The city reader (pp. 188-196). Routledge.
Rapoport, A. (2010). We cannot teach what we don’t know: Indiana teachers talk about global citizenship education. Education, citizenship and social justice, 5(3), 179-190.
Ravitch, D., & Stoehr, L. A. (2017). The death and life of the great American school system: How testing and choice are undermining education. In Early Learning. Routledge.
Reimers, F. (2009). Educating for Global Competency. International perspectives on the goals of universal basic and secondary education, 22, 183-202.
Resolution, G. A. (2015). Transforming our world: the 2030 Agenda for Sustainable Development. UN Doc. A/RES/70/1 (September 25, 2015).
Reynolds, G. (2014). Ethics in information technology. Cengage learning.
Rieckmann, M. (2017). Education for sustainable development goals: Learning objectives. Unesco Publishing. https://reurl.cc/LNm76e
Rieckmann, M. (2018). Learning to transform the world: Key competencies in Education for Sustainable Development. Issues and trends in education for sustainable development, 39, 39-59.
Rizvi, F. (2009). Towards cosmopolitan learning. Discourse: Studies in the cultural politics of education, 30(3), 253-268.
Roser, M. (2022). Our World in Data. https://reurl.cc/zAZWZp
Sahlberg, P. (2007). Education policies for raising student learning: The Finnish approach. Journal of Education Policy, 22(2), 147-171.
Sampson, S. E., & Showalter, M. J. (1999). The performance-importance response function: Observations and implications. Service Industries Journal, 19(3), 1-25.
Schattle, H. (2005). Communicating global citizenship: Multiple discourses beyond the academy. Citizenship Studies, 9(2), 119-133.
Schattle, H. (2008). The practices of global citizenship. Rowman & Littlefield.
Scheker, A., & Guzmán, M. (2021). Building Civic and Citizenship Education in the Dominican Republic. In Influences of the IEA Civic and Citizenship Education Studies: Practice, Policy, and Research Across Countries and Regions. Springer International Publishing Cham.
Schlosberg, D. (2012). Justice, ecological integrity, and climate change. Ethical adaptation to climate change: human virtues of the future, 165-183.
Self, J. A., Evans, M., Jun, T., & Southee, D. (2019). Interdisciplinary: challenges and opportunities for design education. International Journal of Technology and Design Education, 29, 843-876.
Sen, A. (1999). Development as freedom. Oxford University Press.
Senge, P. M. (1997). The fifth discipline. Measuring business excellence, 1(3), 46-51.
Simon, H. A. (2013). Administrative behavior. Simon and Schuster.
Singh, Y. P., & Agrawal, A. (2011). Introduction to cooperative learning. Indian Streams Research Journal, 1(2), 1-9.
Slack, N. (1994). The Importance‐Performance Matrix as a Determinant of ImprovementPriority. International Journal of Operations & Production Management, 14(5), 59-75.
Snow, N. (2022). The Value of Open-Mindedness and Intellectual Humility for Interdisciplinary Research. Scientia et Fides, 10(2), 51-67.
Stiglitz, J. E. (1999). Knowledge as a global public good. Global public goods: International cooperation in the 21st century, 308, 308-325.
Stromquist, N. P. (2002). Education in a globalized world: The connectivity of economic power, technology, and knowledge. Rowman & Littlefield.
Suter, W. N. (2011). Introduction to educational research: A critical thinking approach. SAGE publications.
Tarozzi, M. (2021). 7 Educating for Global Citizenship in Diverse and Unequal Societies. In Conversations on Global Citizenship Education: Perspectives on Research, Teaching, and Learning in Higher Education. Routledge.
Tarozzi, M., & Mallon, B. (2019). Educating teachers towards global citizenship: A comparative study in four European countries. London Review of Education, 17(2), 112-125.
Tarozzi, M., & Torres, C. A. (2016). Global citizenship education and the crises of multiculturalism: Comparative perspectives. Bloomsbury Publishing.
Tawil, S. (2013). Education for ‘Global Citizenship’: A framework for discussion. Education research and foresight working papers series, 7.
Tomasello, M. (2018). A natural history of human thinking. . Harvard University Press.
Tomislav, K. (2018). The concept of sustainable development: From its beginning to the contemporary issues. Zagreb International Review of Economics & Business, 21(1), 67-94.
Tomlinson, C. A. (2008). The goals of differentiation. Educational leadership, 66(3), 26-30.
Tsai, P.-J., Lin, C.-H., Ho, Y.-L., Ho, V.-N., Chang, P.-Y., Hung, H.-T., & Chen, P.-T. (2019). Security assessment model for educational cloud information systems. Communications of the CCISA, 25(2), 17-36.
Tye, B. B., & Tye, K. A. (1992). Global education: A study of school change. State University of New York Press.
UNESCO(n.d.). Education transforms lives. https://www.unesco.org/en/education
Varadinov, M., Cardoso, L., José, A., Marques, G., & Guerra, C. (2021). 2030–charting the future with social responsibility. EDULEARN21 Proceedings.
Voogt, J., & Knezek, G. (2008). International handbook of information technology in primary and secondary education (Vol. 20). Springer Science & Business Media.
Wagner, T. (2008). The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need—And What We Can Do About It. Basic Books.
Wagner, T. (2010). The global achievement gap: Why even our best schools don't teach the new survival skills our children need-and what we can do about it. ReadHowYouWant. com.
Wang, M. C., & Stiles, B. (1976). An investigation of children’s concept of self-responsibility for their school learning. American Educational Research Journal, 13(3), 159-179.
West, C. (1995). Critical race theory: The key writings that formed the movement. The New Press.
Whitmore, S. J. (2018). High-Performance coaching: Enhancing 'Awareness' to bring out physical and mental characteristics. https://reurl.cc/1G3XjD
Wu, X. (2021). Towards Global Citizenship Education? A Textbook Discourse Study of the Junior Secondary Moral Education Curriculum in China. The Chinese University of Hong Kong. https://reurl.cc/dmL15V
Zadeh, L. A. (1965). Fuzzy sets. Information and control, 8(3), 338-353.
Zhong, Z. J. (2016). From digital divide to digital inclusion: A review of literature. In Handbook of Research on Overcoming Digital Divides (pp. 1-20). IGI Global.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
Zou, X., Zou, S., & Wang, X. (2020). Zou, X., Zou, S., & Wang, X. (2020). The strategy of constructing an interdisciplinary knowledge center. In Advances in Natural Computation, Fuzzy Systems and Knowledge Discovery: Volume 2. Springer International Publishing. https://reurl.cc/a4LZ59 |
| Description: | 博士
國立政治大學
教育學系
110152502 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0110152502 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| 250201.pdf | | 4874Kb | Adobe PDF | 3 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
