文化際素養導向的國際教育及其教師專業發展

Intercultural Competences Orientation of International Education and Teacher Professional Development

檢討2011年公布《中小學國際教育白皮書》的成效與侷限，臺灣預計在2020年實施《接軌國際—躍入全球：中小學國際教育白皮書2.0》，以因應快速變化的國際趨勢與全球化問題，其重要性不言可喻。本文將根據新一期國際教育政策官方文件，一方面指出新白皮書在強調「國家認同」重要性之際，應同時提醒學校避免將之偏狹地誤解為臺灣本位的共同認同。另一方面，對照OECD的「文化際主義」與全球素養架構，臺灣的十二年國教核心素養中也有相近的「文化際」素養，故建議未來有關國際教育之教師專業素養培力，不重蹈過往議題融入模式所造成的侷限，並強化多元教學方法之教師增能，據以有效呼應「學習者中心」之精神。除此之外，學校可根據課程綱要之「文化際」素養為基礎來建構「校訂國際教育素養指標」，以有效推動新國際教育政策。

Based onthe official document, “The White Paper on International Education in Primary and Secondary Schools” in 2011, Taiwan will be implementing “White Paper 2.0”, “Connecting International and Jumping into Global: White Paper for International Education in Primary and Secondary Schools” in 2020, which attempts to respond to the rapid changes of internationalization and globalization. This paper reviews Taiwan’s official documents andpoints out that the new white paper focusing onthe importance of “national identity” in the school-based international education program, and reminding that schools have to avoid misunderstanding “Taiwanese” as common or general identity. On the other hand, compared to the OECD’s “interculturalism” and the global competencies framework, Taiwan’s core competencies of “12-year Basic Education” are similar to OECD’s “intercultural competencies”, the author suggests that the future teachers’ professional enhancement of international education should not repeat the problems caused by former thematic integration models, and have to empower teachers’ intercultural teaching competencies for facilitating “student-based” learning. In addition, schools can be based on intercultural orientation to develop “school-based competencies indicators of international education”, which will contribute to put the new international education policy into practice.