人文主義取向的全球公民課程－兼對九年一貫課程的檢視

Global Citizenship Curriculum in the Humanistic Orientation: the Inspection to Grades 1st-9th Integrated Curriculum

10.6231/CME.2009(20)06

許芳懿(Fang-Yi Hsu)；許家驊(Chia-Hwa Hsu)

全球教育 ； 全球公民課程 ； 九年一貫課程 ； global education ； global citizenship curriculum ； grades 1st-9th integrated curriculum

公民訓育學報

20期（2009 / 09 / 01）

121 - 153

繁體中文

隨著商業資本主義興起和資訊溝通技術的革新，全球化開啟了新一波跨越國家邊界、傳統組織型態，及加速文化混合的面貌。然而全球化卻也帶來一些負面效果，如：國家主義的反彈，使得民族國家霸權意識上揚；商業利益掛帥，犧牲第三世界人們的勞工權益和環境生態。本文試圖提出人文主義取向全球公民課程概念，作為全球教育重要內涵，希冀透過全球公民倫理和責任意識，提昇個體參與全球議題討論、關懷他人／地／物及問題解決的能力，作為扮演全球和諧與進步的穩定助力。同時本文也以九年一貫課程綱要作為分析來源，就基本理念、基本能力、學習領域和六大議題，擷取其中與全球公民培育有關的部分進行分析，並探討其中呈顯的特色與問題。

With the development of capitalism and information revolution, the border of nation state and the pattern of traditional organization were broken by globalization. But there's some negative effects within globalization. Just as the hegemony of nation state increased, the human right and environment protection were given up. The article explores the concept of global citizenship curriculum in humanistic orientation. The students are expected to establish the value of world, face the global issues, understand the global interconnection, cultivate the awareness of local-global problems, accept the diversity around the different groups, criticize the social injustice, resolve the confliction, and commit to devote for everything around the world. The students’ abilities were hoped to raise in global issues discussion, and improving the global harmony through the global citizen consciousness of ethic and responsibility. Also, the grades 1st–9th integrated curriculum was inspected and analyzed for the characteristic and problems in global citizenship.

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