世界公民素養為21世紀各國教育重點，全球議題的合作解決更是當今世界公民教育的推動核心。教師選擇全球議題導向專案學習的教學法，讓學子體驗或模擬應用真實生活情境的學習經驗，不僅可開拓學生世界觀與全球視野，更是提升學生世界公民素養的關鍵機制。本研究以新竹市臺灣某國中七年級兩班60名學生為研究參與者，將世界公民素養的教育目標融入國中公民課程實施一學期19節，穿插跨國教室連結教育交流與公民行動方案。採取課室觀察、半結構式訪談法與文件分析法，研究工具以訪談題綱、學習紀錄、觀察紀錄與教學省思札記為主，輔以錄音錄影紀錄進行資料蒐集，藉此探究主題課程設計、教學運作與評量，經描述性分析、同儕簡報及三角檢核方式進行質性研究。研究發現，世界公民素養內涵聚焦全球意識、全球正義、全球議題、同理心、合作關懷、跨文化溝通能力與參與全球行動等七項素養指標，世界公民素養課程依R. W. Tyler目標模式進行主題課程設計，教學運作透過Kilpatrick project method學習法融入公民科教學，可以改變學生世界公民素養，整體上具有正相關。本研究建議中學教師採納以學生為中心的專案學習法進行世界公民素養課程設計；透過跨領域協同教學共同研議課程以提昇教師專業；學校、家長、社區與社會的支持、教育行政機關的彈性規範與教師自主是21世紀教師跨域統整教學對學生世界公民素養學習成效影響的關鍵。本研究為國內首例發展世界公民素養課程，聚焦全球意識、全球正義、全球議題、同理心、合作關懷、跨文化溝通能力與參與全球行動等七項素養指標，透過全球議題探索、跨國教室連結及世界公民行動方案三階段專案學習融入公民科實施主題課程之研究。

Global citizenship competence is the focus of 21st century education, and the cooperative solving of global issues is the core action of it. Teachers select the global issue project method to enable students to experience and simulate the application of real-life situations; this not only broadens students’ global perspective and worldview, but is also the key to enhancing students’ citizenship competence. This study takes 60 students from two seventh-grade classes in Hsinchu City Guanghe Junior High as research participants, integrates the goal of global citizenship competence into a semester of junior high school civic courses for a total of 19 periods, and the connecting classrooms educational interactive program with Project Citizen. Data is collected through classroom observation, semi-structured interview, and document analysis methods. Research tools was based on interview class agenda, learning records, class monitoring and teacher’s personal review, also supplemented by video/audio recording to perform data collection. This is to study curriculum design, teaching methods and student’s learning performance through descriptive analysis, classmates’ presentation and delta inspection criteria to do qualitative research. Findings indicate that global citizenship competence focuses on the seven key elements of global awareness, global justice, global issues, empathy, cooperative care, cross-cultural communication skills, and participation in global action. The global citizenship competence curriculum design follows R. W. Tyler Rationale, and integrate into teachings of citizenship subject through the Kilpatrick project method. Overall, this can change student’s global citizenship competence and it shows positive relationship.
This study suggests that junior high school teachers to adopt student-oriented project method to design the global citizenship curriculum. To enhance teacher’s profession through cross discipline collaborative teaching and research courses. School, parents, community and community support, and the flexibility regulations of the education administration and teacher autonomy are the key to teachers' cross-domain integration teaching in the 21st century on students' global citizenship learning outcomes. This study is the first case in Taiwan to develop seven literacy indicators that contain global citizenship curriculum, focusing on global awareness, global justice, global issues, empathy, cooperative care, cross-cultural communication skills and participation in global action. The study also utilizes global issues research, cross-border classroom links and World Citizenship Action Plan these three projects to integrate into the citizenship subject to implement the thematic curriculum.

摘 要 i
Abstract ii
誌謝辭 iii
目 次 iv
表目次 vi
圖目次 vii
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與研究問題 3
第三節 名詞釋義 4
第四節 研究範圍與研究限制 4
第二章 文獻探討 7
第一節 世界公民素養的課程設計 7
第二節 世界公民素養課程的教學運作 15
第三節 世界公民素養的評量 21
第三章 研究設計與實施 25
第一節 研究方法 25
第二節 研究場域與研究參與者 27
第三節 研究架構 27
第四節 研究流程 28
第五節 資料蒐集及分析 30
第六節 研究工具 32
第四章 研究結果與討論 37
第一節 探究臺灣中學世界公民素養的課程設計 37
第二節 探究臺灣中學世界公民素養課程的教學運作 46
第三節 探討臺灣中學世界公民素養的評量 64
第五章 反思與展望 97
第一節 反思 97
第二節 展望 109
參考文獻 113
壹、中文部分 113
貳、英文部分 115
附 錄 119
附錄一 「牽手愛地球」世界公民素養課程與教學活動設計（實驗前） 119
附錄二 三階段專案說明與學習單（摘錄） 122
附錄三 學習評量 125
附錄四 環境達人電子報專案標準評量單 126
附錄五 世界公民氣候行動作品專案標準評量單（第一版） 127
附錄六 世界公民氣候行動作品專案標準評量單（第二版） 128
附錄七 世界公民行動方案標準評量單 129
附錄八 訪談題綱（摘錄） 130
附錄九 世界公民素養課程發展歷程紀錄（摘錄） 131
附錄十 環境達人電子報模擬生活經驗作品 134
附錄十一 跨國教室連結參考 134
附錄十二 協同教學結合臺灣節慶或環保主題手工與電子邀請卡作品 134
附錄十三 跨國教育交流泰國國中學生分享作品與謝卡 134
附錄十四 第三階段世界公民行動方案海報與活動 135
附錄十五 學生學習紀錄示例 135
附錄十六 學生學習改變(摘錄) 136

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