高中國際教育課程政策形塑與實施歷程之議題分析

This project aims to explore the emerging issues embedded in the formation and implementation of international education curriculum policy. To analyze the issues comprehensively and consistently, this project will study the curriculum policies at central government, local government and school levels. Specifically, the goals of this study is to analyze how curriculum policy makers, teachers and students perceive international education and negotiate the curriculum at different levels of the curriculum transformative process so as to clarify the social context of the curriculum reform. This is a three-year project. The focus of the first year is to explore the ideology of curriculum policy formation. The focus of the second year is to compare how international curriculum is transformed from the curriculum policy to practice in three high schools. The focus of the third year is to understand how students perceive and respond to international curriculum and find out if there is any gap between their learning experience and expectation. Finally, the outcomes of this project will form a dialogue with the theory of sociology of education to provide critical perspectives for international education and create a more socially just education in a global context.