| Summary: | 碩士 === 國立彰化師範大學 === 地理學系 === 96 === The globalization not only promotes the world's economic growing fast and brings us a convenience life, but also brings us many unprecedented and transnational problems, such as the global warming, the transmission of disease, the terror attack and so on. Facing a global time approaching, schools must strengthen the global education, to make the students realize themselves living in a global highly linked society, they must have the knowledge, skills, concern cordialities and participation responsibilities to face the new time.
The purpose of the research is exploring the connotation of the global education and its connection with the geography education. Here the researcher takes “Saving the disappearing rain forest” as the topic, and uses the model of topical-integrated curriculum to design an integrated geography curriculum ,to proceed a teaching experiment in the class, and analyze the results of knowledge, skills, learning interests, global consciousness and global participant aspiration that the subject of geography applies global education topical integrated curriculum promotions .
This research adopts part of the quasi-experimental designs: "non-equivalent control group, pretest-posttest design". The survey's sample consisted of four classes of the third-year students in junior high school. The experimental group included 65 students from two classes, and 67 students from two classes in the control group. This research applies both the quantitative and the qualitative methods, the major method is the quantitative research, and the minor one is the qualitative research.
The conclusions of this research are summarized as follows:
（1）In promoting students' cognitions of the global theme, both of topical integrated curriculum teaching and the traditional teaching are fine.
（2）In promoting students' planning abilities of the global theme, the topical integrated curriculum teaching is better than the traditional teaching.
（3）In promoting students' learning interests of the global theme and the curricular participation, the topical integrated curriculum teaching is better than the traditional teaching.
（4）In promoting students' global consciousness, both of the topical integrated curriculum teaching and the traditional teaching are fine.
（5）In promoting students' global participant aspirations, the topical integrated curriculum teaching is better than the traditional teaching.
At last, according to the researched results, propose the reflections and the suggestions for the teaching applications or the following researchers.
|
|---|
