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.

壹、中文部分
王文中、呂金燮、吳毓瑩、張郁雯(2017)。教育測驗與評量—教室學習觀點。台北市：五南出版社。
江宜樺(2005)。公民理念與公民的教育。通識教育季刊,12(1)，27-44。
行政院國發會（2018）。聯合國2030永續發展議程。行政院國家永續發展委員會全球資訊網【線上論壇】。取自ˋ Agenda%20for%20Sustainable%20Development.pdf
朱耀明、吳翠玲(2005)。iEARN Taiwan 跨國專案式學習與國際瞭解與文化學習之探討分析，教育學苑，9，1-18。
呂秀蓮(2017a)。課綱使用的理論與實例。新竹市：大衛營文化出版社。
呂秀蓮(2017b)，課程發展與設計（課程編號：10610TE207402）教材《2017 秋-單元課程設計模板》，資料取自：https://lms.nthu.edu.tw/course.php?courseID=32439&f=doc&cid= 1326587
呂秀蓮(2018)，多元評量研究(課程編號：10710KELN601000)資料取自：https://lms.nthu. edu.tw/course/36344
吳佩旻(2018)。邀學生和世界做鄰居，這所高中開「國際視訊課」。聯合新聞網【線上論壇】。取自https://udn.com/news/story/6898/3179041
吳清山(2016)。深耕地球公民教育，培養地球公民素養。師友月刊，594，1-4。
林劭仁(2008)。教育評鑑: 標準的發展與探索。台北市：心理出版。
林佳範（2011）。建立我們所想要的世界—公民行動的學習與開始（收錄於公民行動方案，Center for Civic Education著，吳愛頡譯第5頁）。台北市：財團法人民間公民與法治教育基金會與五南合作出版。
林政逸(2017)。十二年國教新課綱核心素養評量。臺灣教育評論月刊，6(3)，28-29。
法務部(2018)。兩公約及兩公約施行法。資料取自http://www.humanrighTB. moj.gov.tw/lp-505-200.html
侯一欣(2012)。網路合作學習在國內的相關文獻回顧與展望。市北教育學刊，(42)，75-101。
香港樂施會(2018)。何謂世界公民？【線上論壇】取自： https://cyberschool.oxfam.org. hk/gce.php?s=2&ss=201
教育部(2011)。中小學國際教育白皮書。台北市：教育部。
教育部(2014）。十二年國民基本教育課程綱要。台北市：教育部。
教育部(2018)。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校社會領域課程綱要。台北市：教育部。
國家教育研究（2018）。素養。雙語詞彙、學術名詞暨辭書資訊網。出自http://terms.naer.edu.tw/detail/1678771/?index=1
梁福鎮(2016)。當前臺灣價值信仰的危機與公民道德教育之對策。台灣教育，(700)，17-23。
張文哲(2013)。教育心理學（原著：Educational Psychology: Theory and Practice, 10th ed）。台北市:學富文化。（原作者：Salvin, R. E.）
鈕文英(2017)。質性研究方法與論文寫作。台北市。雙葉書廊。
商業週刊（2016）。窮村小學老師打造連線70國教室。商業週刊【線上論壇】。資料取自https://archive.businessweekly.com.tw/Article/Index?StrId=61421
黃光雄、蔡清田(2015)。課程發展與設計新論。台北市：五南。
黃昆輝（1967a）。克伯屈的設計教學法（上）。師友月刊，(1)，13-15。doi:10.6437/EM.196706.0004
黃昆輝（1967b）。克伯屈的設計教學法（下）。師友月刊，(2)，13-16。doi:10.6437/EM.196708.0005
蔡清田(2000)。教育行動研究。台北市：五南。
蔡清田(2011)。課程綱要的核心素養。【線上論壇】，資料取自http://www.wgps.ylc.edu.tw/school/data/pub/201112281627212.pdf
陳意尹與蔡清華(2014)。美國國際教育政策與做法現況之分析兼論其對臺灣國際教育之啟示。國民教育學報，(11)，153-176。
陳貞君（2013）。來聽一首跨國交響曲: 一位國中英語教師在國際專案教學的實踐與轉化歷程。教育實踐與研究，26(2)，67-102。
陳淑敏（2016）。大學生全球公民素養的自覺評價與結構模型分析之研究。教育科學研究期刊，61（2），213-245。doi:10.6209/JORIES.2016.61(2).08
臺灣英國文化協會(2018)。教室連結【線上論壇】。取自https://www.britishcouncil. org.tw/partnerships/success-stories/connecting-classrooms
臺灣國際教育資源網(2018)。關於國際教育資源網【線上論壇】。取自http://taiwaniearn.org/index.php/about-us
臺灣國際教育資源網學會(2007)。專案式學習手冊：給全國教師的卓越教學寶典（原作者：Markham, T., Mergendoller, J., Larmer, J., and Ravitz, J，2003）。資料取自 http://guide.iearn.org。高雄市：臺灣國際教育資源網學會。
劉秀嫚(2012)。民主公民教育的教學實踐:[公民行動方案]的可能性。台灣教育，(673)，18-24。doi:10.6395/TER.201202.0018。
謝傳崇、蕭文智、王玉美(2015)。國民小學教師正向領導與學生學習表現關係之研究。學校行政，(95)，81-101。
顏佩如、張美雲(2011)。從我國兩大 [全球教育] 白皮書探究中小學全球教育之推展。教育研究月刊，206，17-34。
興大附中(2018)。國際視訊串連全球。【線上論壇】取自 https://www.facebook.com/
VC.in.Taiwan/posTB/1365502753550918

貳、英文部分
Anderson, J. (1995). The International Education and Resource Network: Building A Sustainable Virtual School, University of Washington, Seattle, Washington, USA.
AWC(2018). Association of World Citizens. Retrieved from http://www.worldcitizensunited. org/
Banks, J. A. (2004). Teaching for social justice, diversity, and citizenship in a global world. In The educational forum (Vol. 68, No. 4, pp. 296-305). Taylor & Francis Group.
Barrett, M. D., Huber, J., & Reynolds, C. (2014). Developing intercultural competence through education. Strasbourg: Council of Europe Publishing.
Bennett, C. I. (1990). Comprehensive multicultural education: Theory and practice. Boston: Allyn and Bacon.
Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20-24.
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theory and methods (5th ed.). Boston, MA: Allyn and Bacon.
British Columbia (2019), B.C. Performance Standards, Retrieved from https://www2.gov.bc.ca/gov/ content/education-training/k-12/teach/bc-performance-standards
British Council. (2018a), Core Skill, Retrieved from https://schoolsonline. britishcouncil. org/international-learning/core-skills?_ga= 2. 50580778.2089765390.1535380296-163697942.1516161130
British Council. (2018b), Connecting Classrooms Virtual Partnership, Retrieved from https:// schoolsonline.britishcouncil.org/connecting-classrooms-virtual-partnerships
Bruner, J. S. (1960) The rocess 01 education. Cambridge: Harvard University Press.
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational psychologist, 26(3-4), 369-398.
Burrows, D. (2004) World citizenship. Paper presented at the American Council on Education Regional Conference on New Directions in International Education, Beloit, Wisconsin. Retrieved from https://www.beloit.edu/oie/asseTB/Burrows.pdf
Carter, A. (2013). The political theory of global citizenship. Routledge.New York.
Copen, P. (1995). Connecting Classrooms through Telecommunications. Educational Leadership, 53(2), 44-47.
Copen, B. (2002) "Evaluation Report: Program Impact on Teachers and StudenTB Who Attended the 9th Annual International iEARN Conference in Moscow, Russia 2002," Unpublished paper at Columbia University, November 2002. A PDF version is available on the WWW: http://www.iearn.org/surveyreport.pdf
Crabtree, B. F., & Miller, W. L. (Eds.). (1999). Doing qualitative research. sage publications.
Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Sage.
Dewey, J. (2004). Democracy and education. New York: Courier Corporation.
Dewey, J., Dworkin, M. S., & Dewey, J. (1959). Dewey on education: Selections with an introduction and notes. New York：Teachers College Press.
Excell, D. (2016). Connecting Classrooms；bring together Bradford and Peshawar, primary and secondary schools, history and English, Teaching History, London Iss. 165 , 42-51.
Goodenough, F. L. (1950). Edward Lee Thorndike: 1874-1949. The American Journal of Psychology, 63(2), 291-301.
Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Sage.
Hanvey, R. G. (1982). An attainable global perspective. Theory into practice, 21(3), 162-167.
Heater, D. (1996). World citizenship and government. London: Palgrave Macmillan, doi: 10.1057/9780230376359
Hicks, D. (2003). Thirty years of global education: A reminder of key principles and precedenTB. Educational review, 55(3), 265-275. doi：10.1080/ 0013191032000118929
Husen, T., & Tuijnman, A.(1994). Monitoring standards in education:Why and how it came about..In A. C. Tuijnman & T.N. Postlethwaite(Eds.), Minitoring the standards of education. Paper in honor of John P. Keeves.British: Pergamon.
iEARN(2018) Learn with the world, not just about it. Retrieved from https://iearn.org/
Kayış, N. B. (2016). Investigation of global citizenship levels of pre-service Physical Education teachers. Educational Research and Reviews, 11(6), 299-306.
Kilpatrick, W. H. (1929).THE PROJECT METHOD：The Use of the Purposeful Act in the ducative Process.11th Impression .Teachers College, Columbia University Press. http://www.educationengland.org.uk/documenTB/kilpatrick1918/index.html
Knoll, M. (1997). The project method: ITB vocational education origin and international development. Journal of Industrial Teacher Education, 34, 59-80.
Krajcik, J.S. & Blumenfeld, P. (2006). Project-based learning. In Sawyer, R. K. (Ed.), The Cambridge handbook of the learning sciences (pp. 317-334) . New York: Cambridge.
Lahar, C. J. (2009). Developing global connections. Getting culture: Incorporating diversity across the curriculum, 241-255.
Legard, R., Keegan, J., & Ward, K. (2003). In-depth interviews. Qualitative research practice: A guide for social science studenTB and researchers, 138-169.
Li, J., & Xu, J. (2016). Investigating Causality between Global Experience and Global Competency for Undergraduates in Contemporary China’s Higher Education: A Transformative Learning Theory Perspective. International Journal of Higher Education, 5(3), 155.
Marzano, R. J., Pickering, D., & Mictighe, J.(1993). Assessing student outcomes. Alexandria, VA: Association for Supervision and Curriculum Development.
Maxwell, J. A. (1996). Qualitative research design: An interactive approach. New York, NY: Sage.
McKernan, J. (1996). Curriculum action research: A handbook of methods and resources for the reflective practitioner (2nd ed.). London, England: Kogan Paul.
Merryfield, M. M. (1997). Preparing Teachers To Teach Global Perspectives. A Handbook for Teacher Educators. Corwin Press, Inc., Thousand Oaks, CA.
Morais, D. B., & Ogden, A. C. (2011). Initial development and validation of the global citizenship scale. Journal of studies in international education, 15(5), 445-466.
Moss, D., Amodeo, A., Bullowa, J., Detjen, T. (1997). The SAXophone Project-Connecting Classrooms Around the World. Learning & Leading with Technology, v25 n3, 49-51.
Moursund, D. G. (1999). Project-based learning using information technology. Eugene, OR: International society for technology in education.
Oxfam(2006) Education for Global Citizenship: A guide for schools. 2015 Revision. Retrieved from https://www.oxfam.org.uk/education/resources/education-for-global-citizenship-a-guide-for-schools
Oxfam(2012a) World citizenship education on Hongkong. Oxfam cyberschool. Retrieved from https://cyberschool.oxfam.org.hk/gce.php?s=2&ss=201
Oxfam(2012b) World citizenship education on Hongkong. Oxfam cyberschool. Retrieved from https://cyberschool.oxfam.org.hk/gce.php?s=2&ss=202
Oxfam(2018) History of Oxfam International.Oxfam International. Retrieved from https://www.oxfam.org/en/countries/history-oxfam-international
Pike, G.& Selby, D. E. (1988). Global teacher, global learner. Hodder and Stoughton.
Rathburn, M., & Lexier, R. (2016). Global Citizenship in Canadian Universities: A New Framework. Journal of Global Citizenship & Equity Education, 5(1).
Ravitch, D. (1995). National standards in American education: A citizen's guide. Washington, D.C: The Brookings Institution.
Reysen, S., & Katzarska-Miller, I. (2013). A model of global citizenship: AntecedenTB and outcomes. International Journal of Psychology, 48(5), 858-870.
Schattle, H. (2008). The practices of global citizenship. Rowman & Littlefield.
Short, E.(1991). Introduction: Understanding curriculum inquiry. In Short, E. C.(ed) Forms of curriculum inquiry.(pp.1-25). Albany: SUNY.
Shultz, L., Abdi, A. A., & Richardson, G. H. (Eds.). (2011). Global Citizenship Education in Post- Secondary Institutions: Theories, Practices, Policies. New York: Peter Lang Publishing.
Tyler, R. W. (1949). Basic principles of curriculum and instruction. In Curriculum Studies Reader E2(pp. 60-68). Routledge.
Tyler, R.W. (1984). Curriculum development and research. In Hosford, Philip, L.(ed.) Using what we know about teaching.(pp.29-41.)1984 ASCD, ED 240088.
UK Department for International Development，DFID (2014) Retrieved from https:// www.gov.uk/international-development-funding/connecting-classrooms
UN (2015) Transforming our world: the 2030 Agenda for Sustainable Development. Retrieved from https://sustainabledevelopment.un.org/ index.php?page =view&type =111&nr=8496&menu=35
UNESCO (2014). Global ctizenship education: Preparing learners for the challenges of the 21st century, Paris: UNESCO. Retrieved from http://unesdoc.unesco.org /images/0022 /002277/227729e.pdf