臺灣普通型高中全球公民教育實踐與困境之探析

Practices and Challenges of Global Citizenship Education in Taiwan’s General High Schools

全球公民教育為當今教育的重要議題之一。臺灣普通型高中在《十二年國民基本教育課程綱要總綱》（108課綱）實施後，將文化學習與國際理解，深植尊重生命與全球永續發展的觀念列為基本能力課程目標之一，全球公民教育的推動亦逐漸受到重視。本文旨在探討臺灣普通型高中全球公民教育的實踐與困境，並說明其發展的時代脈絡，以及詮釋全球公民教育的概念與核心內涵。雖然臺灣並未以全球公民教育作為政策主軸直接命名，而是透過課綱逐步滲透至中小學教育政策之中，目前高中多以課程內嵌和議題導向作為核心推動，國際交流亦在參與取向與公平性取向上呈現多元發展，然而，在課程設計的系統化程度與縱向銜接深度方面仍存在落差，並面臨資源不足、升學導向及教師負擔所形成之結構性限制，以及缺乏適切在地性的成效評估指標，較難判斷學生全球公民素養等困境。

Global citizenship education has emerged as an important topic in contemporary education. Following the implementation of the 12-Year Basic Education Curriculum Guidelines in Taiwan, general high schools have incorporated “cultural learning and international understanding, with an emphasis on respect for life and global sustainable development” as one of the core competency-based curriculum objectives. Increasing attention has been paid to promoting global citizenship education. This paper aims to explore the practices of global citizenship education in Taiwan’s general high schools, to situate its development within its educational context, and to interpret its core concepts. Although global citizenship education has not been explicitly designated as a central policy in Taiwan, it has been gradually integrated into elementary and secondary education policies through the national curriculum guidelines. Currently, most high schools utilize “embedded curriculum and issue-oriented” approaches as their core driving force. Furthermore, international exchanges are demonstrating diverse development in both participation and “equity-oriented” dimensions. However, notable gaps persist in the level of curriculum systematicity and the depth of vertical alignment, and global citizenship education continues to face structural constraints stemming from limited resources, examination-oriented educational practices, and teachers’ workload pressures. Furthermore, the lack of appropriate performance indicators makes it difficult to assess the assess students’ global citizenship competencies.