第七章 結論
第三節 未來建議及結語
鑒於實驗結果以及研究限制，本文對於後續研究有下列建議：
關於分析評論能力的培養，可建立階段性目標，並增加同儕互評或範文閱讀
132
的機會，幫助學生得以於小階段達標，增加成就感及安全感，進而增進分析文本 之能力，此外，作業反思評論的書寫對於學習者寫作分析能力的培養仍具有重要 性，不應因課程繁重而忽略，盡量每週書寫一次。
對於國際意識的培養，本研究建議，透過合適具有爭議性的文本，激起學生 的認同或不認同的心理，進而於課堂中提供學生不同角度反思、同理議題內容，
再鼓勵學生分享自身意見或經驗，透過溝通辯論，得以達成國際意識的淺層目標。
對於深層目標，則需以 IB 教育理念「終身學習」為方向，於課堂中輔以相關議 題的文學作品，例如小說，並結合 IBDP 中的服務實習（CAS），幫助學生於文 學世界以及真實世界中培育其積極的國際意識。
教學設計的部分，本研究建議盡量設計以學生導向為中心的教學活動，以增 加學生的學習動機，並給予其思維溝通的平台，訓練其批判反思以及組織語言的 能力。建構式教學法於本研究中亦展現了正向的效果，利用詞彙聯想組織學生的 認知概念，並以螺旋式的課程設計，幫助學生連結新舊經驗。此外，多媒體於教 學上的運用，特別是相關影片文本的播放能激起學生的學習興趣，能幫助學生將 感官訊息存入短期記憶中。最後，為了增加學生意義性的學習，應適度了解學生 的學習期待，再進行議題選擇，教師也要隨時關心時事議題，並透過對學生的理 解，設計出能激起學生學習動機之課程內容
參考文獻
133
參考文獻
中文部分
王建勤（2013）。華裔學習者跨文化族群認同及其傳承與習得研究。台灣華語教學研
究。7(12)，37-53。
王秋萍（2015）。國際文憑中學課程。教育研究月刊。249(1), 122-136。
王文科、王智弘（2011）。教育研究法。台北：五南圖書出版有限公司。
朱志平（2009）。美國華裔學生在漢語課堂中的優勢和問題。北京師範大學學報，
6，98-104。
朱則剛（1994a）。教育工學的發展與派典演化。師大書苑：台北。
朱則剛（1994b）。建構主義知識論與情境認知的迷思──兼論其對認知心理學的 意義。教學科技與媒體，2，3-14。
江文慈（1992）。斐哥斯基「近側發展區」之基本概念及其在教學上的應用。現
代教育，7(28)，145-156。
吳佳蓉（2013）。實踐建構式教學的美術館線上課程─以問題導向學習為例。台 北市：國立台灣師範大學博士論文（未出版）。
吳建玲（1996）。對一百名華裔學生語言文化情況調查報告。語言教學與研究，4。
李志成（2016）。義大國際高級中學實施國際文憑課程策略演化歷程之研究。高雄市：
義守大學碩士論文（未出版）。
李妙芸（2017）。IB-MYP 語言與文學課程評量系統初探 -以十年級台灣文學單元為例。
高雄市：高雄師範大學碩士論文（未出版）。
李榮通（2006）。合作學習法的認識與實施。網路社會學通訊期刊，58, 2007。
林同飛（2014）。國際文憑預科課程第二語言漢語科教材調適教材的策略─實踐
國際意識？香港：香港大學博士論文（未出版）
林逸君（2010）。中級華語聽力教學設計研究---以在台外籍學習者為例。台北市：
國立台灣師範大學碩士論文（未出版）。
林佩璇（2000）。個案研究在教育研究上的應用。載於中正大學教育研究所（主編），
質的研究方法（P 239-264）。高雄：麗文文化公司。
禹慧靈（2013）。國際文憑大學預科項目-中文 A 語言與文學課程學習指導--語言卷、
文學卷、評估卷。香港：三聯書店有限公司。
孫懿芬(2008)。華語讀寫課程設計與實踐––針對歐美華裔學生之行動研究。台北 市：國立台灣師範大學碩士論文（未出版）。
張世忠（2000）。建構教學：理論與應用。台北市，五南圖書出版公司。
張明傑譯，Lohr, L., L. (2008)。視覺圖像與教學設計。P44-50。台北：心理。
張頌齡（2002）。建構式音樂教學之實徵研究。台北市：國立台灣師範大學碩士 論文（未出版）。
134
莊筱玉，傅敏芳和林怡倩（2008）。建構式英語教學之研究。美和技術學院學報，
27(1), 83-102。
許羚琬（2012）。國際學校之 IBDP 華語習得規劃個案研究--以高雄美國學校為例。
高雄市：國立高雄師範大學碩士論文（未出版）。
陳正昌、陳秀碧、孫志麟、劉子鍵、鄭明長、郭俊賢、樊雪春譯（1996）。教學
設計原理。 台北市：五南圖書出版有限公司。
陳怡如（2015）。二十一世紀全球國際學校的發展與挑戰。教育研究月刊，11(259)，
39-55。
陳龍安（1995）。創造思考教學。香港：青田教育中心。
曾祥佑（2002）。建構式教學對概念形成的影響。台北市：國立台灣師範大學碩 士論文（未出版）。
黃光雄、楊龍立（2012）。課程發展與設計：理念與實作。P79。台北：師大書苑。
黃炳煌（1987）。從教學的概念分析談教學設計。國立台灣師範大學教育學系主 編，教育研究專集，P183-119。台北：南宏。
黃景裕（2004）。國小社會學習領域建構式教學之研究。台北市：國立台灣師範 大學博士論文（未出版）。
葉倩亨（1998）。建構取向教學在國中一年級數學課之實驗研究。台北市：國立 台灣政治大學碩士論文（未出版）。
趙金祁（1993）。維人文科技通識架構芻議。科學教育月刊，160，4-17
賴姿穎（2015）。華語教學師資生基礎專業知能發展的個案研究。台北市：國立台北教 育大學（未出版）。
鍾鎮城（2013a）。中介語理論典範與語言事實：華語雙語習得規範觀點的檢驗。
國立台北教育大學語文集刊。24(9)，1-37。
鍾鎮城（2013b）。國際學校裡的全球華語觀：IBDP 與 AP 華語習得規劃研究。
行政院國家科學委員會專題研究計畫期末報告。
鍾鎮城（2015）。國際學校裡的 IBDP 與 AP 華語 習得規劃之比較。高雄師大 學報。39，43-56。
英文部分
Atkinson, R. L., & Shiffrin, R. M. (1968). Human Memory: a Proposed System and Its Control Processes. In K. W. Spence & J. T. Spence (Eds.), The Psychology of Learning
and Motivation; Advances in Research and Theory (Vol. 2). New York: academic Press.
Bayer, A. S. (1990). Collaborative-apprenticeship Learning : Language and Thinking Across the Curriculum,K-12.Longon:Mayfield.
參考文獻
135
Bruner, J. (1986). Actual Minds, Possible Worlds. Cambridge, MA：Harvard University Press.
Bunnell, T. (2007). The International School Industry. Journal of Research in International
Education, 6(3), 349-367.
Cambridege, J. C., & Thompson, J. B. (2001). A Big Mac and A Coke? “
Internationalism and Globalisation as Contexts for International Education. Centre for the
Study of Edcuation in an International Context. Bath: University of Bath.Campbell, R. N., & Rosenthnal, J. W. (2000). Heritage Language. In Rosenthan (Eds.),
Handbook of Undergraduate Second Language Education. (pp. 165-184). Mahwah, NJ:
Lawrence Erlbaum.
Carreira. (2004). Seeking Explanatory Adequacy: A Dual Approach to Understanding the Term ” Heritage Language Learner.” Heritage Language Journal, 2(1), 1-258.
Castro, P. U., Lundgren, & Woodin, J. (2013). Conceptualizing and Assessing International
Mindedness (IM): An Exploratory Study. International Baccalaureate Organization.
Chen, S. L., Liang, T., Lee, M. L., & Liao, I. C. (2011). Effects of Concept Map Teaching on Students’ Critical Thinking and Approach to Learning and Studying. Journal of Nursing
Education, 50(8), 466-469.
Chow, H. (2001). Learning the Chinese Language in a Multicultural Milieu: Factors Affection Chinee-Canadian Adolescents’ Ethnic Language School Experience. Alberta
Journal of Educational Research, 47, 369-374.
Comanaru, R., & Noels, K. A.(2009). Self-Determination, Motivation, and the Learning of Chinese as a Heritage Language. The Canadian Modern Language Review. 66(1), 131-158.
Dai, & Zhang. (2008). What Are the CHL Learners Inheriting? In Chinese as a Heritage
Language: Fostering Rooted World Citizenry. 37-51. National Foreign Language Resource
Center, University of Hawai’s Press.Doerr, N. M., & Lee, K. (2013). Constructing the Heritage Language Learner: Knowledge,
Power and New Subjectivities, P11.
Fisher, K., & Lipson, J. (1985). Information Processing Interpretation of Errors in College Science Learning. Instructional Science, 14(1), 49-74.
Forse, C. (2010). Fit for Purpose? Why Chinese Families Choose International Schools in Hong Kong. In G. Slethaug and J. Ryan (Eds), International Education and the Chinese
learner. Hong Kong, Comparative Education Research Centre, 85-104.
Gagne’, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of Instructional Design (4th ed.). Fort Worth: Harcourt Brace Jovanovich-College Publishers.
Hayden, M. (2006). Introduction to International Education. London, UK: Sage.
Hayden, M., & Thompson, J. (2008). International Schools: Growth and Influence. Paris,
136
France: United Nations Educational, Scientific and Cultural Organization.
Haywood, T. (2007). A Simple Typology of International-Mindedness and Its Implications for Education. In M. Hayden, J. Levy, and J.B. Thompson, (Eds.), The SAGE Handbook of
Research in International Education. London: SAGE Herbel.
He, A. W. (2006). Toward an Identity Theory of Development of Chinese as a Heritage Language. Heritage Language Journal: 4(1), 6.
Hill, I., & Shum, M. S. K. (2015). Indtroduction. In I. Hill, & M. K. K. Shum, (Eds.),
Infusing IB Philosophy and Pedagogy into Chinese Language Teaching. John Catt
Educational Ltd, 9-18.Hill, I. (2007). International Education as Developed by the International Baccalaureate Organization. In M. C. Hayden, J. J. Thompson, & J. Levy, (Eds.), The SAGE Handbook of
Research in International Education. London: SAGE, 25-37.
Hill, I. (2013). International-mindedness. In International School. 15, 10-11. U.K.: European Council of International Schools.
Hood, S. J. (2012). International Baccalaureate Diploma Program (IBDP) in Oklahoma a
Mixed Methods Study. Unpublished doctoral dissertation, College of the Oklahoma State
University, Oklahoma.International Baccalaureate. (1988). Report of the Director General to the Council of
Foundation. IB archives, Geneva.
International Baccalaureate Organization. (2015a). Chinese A Language and Literature
Guide. (Chinese Version). International Baccalaureate Organization. (UK) Ltd.
International Baccalaureate Organization. (2015b). Chinese A Language and Literature
Guide. International Baccalaureate Organization. (UK) Ltd.
IBO. (2006). IB Learner Profile. IBO.
IBO (2012). What is an IB education? Cardiff: IBO.
Jonassen, D. H. (1991). Objectivism Versus Constructivism: Do We Need a New Philosophical Paradigm? Educational Technology Research ＆ Development, 39(3), 5-14.
Kelly, G. A. (1995). The Psychology of Personal Constructs. (Vol,Q2). New York: Norton.
Kemp (1985). The Instructional Design Process. In Harper, Row, A. A. Lumsdaine, & R.
Glaser. (1960). Teaching Machines and Programmed Learning: A source book.
Washington, DC:NEA.
Kondo-Brown, K., & Brown, J. D. (Eds.) (2007). Teaching Chinese, Japanese and Korean
Heritage Language Students: Curriculum Needs, Materials, and Assessment. Mahwah, NJ:
Lawrence Erlbaum Associates.
Koons, E. C. (2013). When Globalization Met Education: A Story of the International
Baccalaureate. Unpiblished Theses Paper, 416.
Kumaravadivelu, B. (2003). “Problematizing Cultural Stereotypes in TESOL.” TESOL
參考文獻
137 Quarterly, 37(4): 709–716.
Lai, C. (2015). Integrating IB Philosophy and Pedagogy into Chinese Language Teaching:
What Could Educational Technology Bring to the Dialogue? In I. Hill, & M. K. K. Shum.
(Eds.), Infusing IB Philosophy and Pedagogy into Chinese Language Teaching. John Catt Educational Ltd, 154- 173.
Lai, C., Shum M. S. K., & Zhang, B. (2014). International Mindedness in an Asian Context:
the Case of the International Baccalaureate. Hong Kong, Educational Research, 56:1, 77-96.
Leach, R. (1969). International Schools and Their Role in the Field of International
Education, 208-209. Pergamon Press, New York.
Lee, M., Leung, L., Wright, E., Yue, T., Gan, A., Kong, L., & Li, J. (2013 ). A study of the
International Baccalaureate Diploma in China: Program’s Impact on Student Preparation for University Studies Abroad. Hong Kong: Education Policy Unit Faculty of Education
University of Hong Kong.Lee, M., Hallinger, P., & Walker, A. (2012). Leadership Challenges in International Schools in the Asia Pacific Region: Evidence from Program Implementation of the International Baccalaureate. International Journal of Leadership in Education, 15(3), 289-310.
Lynch, A. (2003). The Relationship Between Second and Heritage Language Acquisition:
Notes on Research and Theory Building. Heritage Language Journal. 1(1), Spring.
McGinnis, S. (1996). Teaching Chinese to the Chinese: The Development of an Accessment and Instructional Model. In J. E. Liskin-Gasparro. (Eds.), Patterns and Policies: The
Changing Demographics of Foreign Language Instruction (pp107-121). Boston: Heinle &
Heinle.
Ninnes, P., Aitchison, C., & Kalos, S. (1999). Challenges to Stereotypes of International Students’ Prior Educational Experience. Higher Education Research and Development.
18.3: 323–342.
Pavio, A. (1990). Mental Representations: a Dual Coding Approch (2nd ed.). New York:
Oxford University Press.
Rhodes, N. C., & Pufahl, I. (2010). Foreign Language Teaching in U.S. Schools: Results of a
National Survey. Washington, DC: Center for Applied Linguistics.
Ryan, J. (2010). The Chinese Learner: Misconceptions and Realities. In Janette Ryan &
Gordon Slethaug (Eds.), International Education and the Chinese Learner, P37-56.
Schiffman S. S. (1986). Instructional Systems Design Five Views of the Field. In R. W.Tyler.
(1949). Basic Principle of Curriculum and Instruction. P102-113. Chicage: University of Chicago Press.
Singh, M., & Qi, J. (2013). 21st Century International Mindedness: An Exploratory Study of
138
its Conceptualization and Assessment. University of Western Sydney.
Skelton, M. (2007). International-Mindedness and the Brain: the Difficulties of "Becoming".
In M. Hayden, J. Levy, & J. B. Thompson, (Eds.), The SAGE Handbook of Research in
International Education. London: SAGE.
Solomon, J. (1987). Social Influences on the Construction of Pupils’Understanding of Science. Studies in Science Education. 14, 63-82.
Suldo, S. M., Shaunessy, E., Michalowski, J., & Shaffer, E. J. (2008). Coping
Teaching Heritage Language Learners: Voices from the Classroom.Yonkers, NY:
American Council on the Teaching of Foreign Languages. Psychology in the Schools.
45(10), 273 – 290. .
Thompson, J. (1998). Towards a Model for International Education. In M. Hayden & J.
Thompson (Eds.), International Education: Principal and Practice (pp.276-290). London, UK: Koga.
UNESCO (1974). Recommendation on Education for International Understanding. Presented at the UNESCO General Conference, Paris.
UNESCO (1996). Declaration and Integrated Framework of Action on Education for Peace,
Human Rights and Democracy. Presented at the International Conference of Education,
Geneva.Valdés, G. (2000). Introduction. Spanish for Native Speakers, (Vol. 1). Professional
Development Series Handbook for Teachers K-16. New York, NY: Harcourt College
Publishers.van Oord, L. (2007). To Westernize the Nations? An Analysis of the International Baccalaureate’s Philosophy of Education, Cambridge Journal of Education, 37(3), 375-390.
von Glasersfeld, E. (1992). A Constructivist’s View of Learning and Teaching. In Duit, R. et al. (Eds.), Research in Physics learning: Theoretical Issues and Empirical Studies.
Proceedings of an International Workshop Held at University of Bremen, March 4-8, 1991 Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological
Processes. Cambridge, MA: Harvard University Press
Wang, X. (1996). Forging a link: Heritage Community Language School and the Chinese
Heritage Community Language Schools In the United States. (pp. 77-89). Washington, DC:
National Foreign Language Center.
Weger-Guntharp, H. (2006). Voices From the Margin: Developing a Profile of Chinese Heritage Language Learners in the FL Classroom. Heritage Language Journal, 4 (Electronic version.) Retrieved August 12, 2013, from http://www.heritagelang uage.org
Wong, K. F., & Xiao, Y. (2010). Diversity and Difference: Identity Inssures of Chinese
參考文獻
139
Heritage Language Learners from Dialect Backgrounds. Heritage Language Journal, 7 (Electronic version). Retrieved August 15, 2013, from http://www.heritagelanguages.org Wright, E., & Lee, M. (2014). Elite International Baccalaureate Diploma Programme Schools
and Inter-cultural Understanding in China. British Journal of Educational Studies, 62(2), 149-168.
Wu, S. (2007). Robust Learning for Chinese Heritage Learners: Motivation, Linguistic and Technology. In Kimi Kondo-Brown & James Dean Brown (Eds.), Teaching Chinese,
Japanese, Korean Heritage Language Students, P271- 297, NY: Lawrence Erlbaum
Associates.Xu, L. (2011). IBMYP Chinese Language A Literature Teaching Process. Unpublished thesis, University of Hong Kong, Hong Kong.
Xiao, Y., &Wong K. F. (2014). Exploring Language Anxiety: A Study of Chinese Language Learners. Modern Language Journal, 98(2).
Zhang, X. (2014). Exploring the Implementation of International Mindedness in Chinese
Teaching: Multiple Case Studies in a Hong Kong IB Programme for Local Students.
Unpublished doctoral dissertation, University of Hong Kong.
網路資料
統計 2002(美國高等學府學習中文的學習人數在學習外語人數中排名第七)僑委會網 站法國地區僑情簡介
http://www.ocac.gov.tw
國家教育研究院，雙語詞彙、學術名詞暨辭書資訊網
http://terms.naer.edu.tw/detail/1315766/
Duch, B. J. (2006). University of delaware—problem-based learning. Retrieved October 30, 2006, from http://www.udel.edu/pbl/
Greening, T. (1998). Scaffolding for Success in Problem-based Learning. Retrieved October 29, 2006, from http://www.utmb.edu/meo/f0000012.htm
International Baccalaureate Organization. (2016a). Find an IB World School.
Available at:
http://www.ibo.org/programmes/find-an-ib-school/(accessed 28 June 2016).
International Baccalaureate Organization. (2016b). Benefit of the IB.
Available at:
http://www.ibo.org/benefits/
International Baccalaureate Organization. (2016c). Why the IB is different.
Available at:
http://www.ibo.org/benefits/why-the-ib-is-different/
140
International Baccalaureate Organization. (2016d). Curriculum.
Available at:
http://www.ibo.org/programmes/diploma-programme/curriculum/
International Baccalaureate Organization. (2016e). Curriculum Available at:
http://www.ibo.org/programmes/diploma-programme/curriculum/
International Baccalaureate Organization. (2016f). Assessment and Exams Available at:
http://www.ibo.org/programmes/diploma-programme/assessment-and-exams/
International Baccalaureate Organization. (2016g). The IB learner profile Available at:
http://www.ibo.org/benefits/learner-profile/
International Baccalaureate Organization. (2017). Find an IB world school.
Available at:
http://www.ibo.org/programmes/find-an-ib-school/
Migration Policy Institute. (2008). Chinese Immigrants in the United State.
Available at
http://www.migrationinformation.org/feature/ display.cfm?iD=68
The Modern Language Association, MLAAvailable at:
http://www.eastasia.org/MLA%202002%20stats.pdf
附件
141
附件
附件 1 教師訪問稿
T1 教師訪問稿 背景問題
1. 請問您教授 IB 課程已經多久了？一開始就教授中文 A 語言與文學課程嗎？如果不
是，那可否簡述您教 IB 的經驗？2003-2015 (13 年)
學校剛開始開 Chinese A1，後來有學生反應對 Language 有興趣(開設 Chinese Lang. Lit.
更受學生歡迎，也適合雙語環境，選課的人比 Lit.的多) 課程問題
2. 關於語言類的課程內容，可否說說您認為其教學目標是什麼？是否可以跟 IB 的整
體目標作為連結？您認為學生在語言類的課程中應該得到哪些能力？A.
學生對於母語和文化的認識。思考進而對自己的文化產生認同感。人要先了解自己才能 了解別人，所以這也是 IB 的整體目標之一。
B.
課程中也會與 Learner Profile 產生很多連結，在語言與文學的課程，和 Learner Profile
課程中也會與 Learner Profile 產生很多連結，在語言與文學的課程，和 Learner Profile