| Summary: | 碩士 === 淡江大學 === 課程與教學研究所碩士班 === 101 === The purpose of this study is to explore the integration of global education into the school-based curriculums at two Taiwanese elementary schools. This research focuses on how both schools conceptualize and set goals for “global education,”plan and design a “globalized curriculum,”and what procedures and policies are used to implement “global education.”Further, these two example schools are compared and contrasted in this study. In this qualitative study, interviews, documents, and observation served as the primary source of data.
Through the close investigation of these two schools, one is Taipei County-School 1, and one is Taipei City-School 2, the following results were observed：
1. School 1 emphasized mutual respect and the accumulation of international experience in its globalized curriculum. Schools 2, however, emphasized helping students build global perspectives, understanding conflict resolution and peace, and strengthen global capacities.
2. Both schools had ample resources, which allowed them to pursue “globalized curricula.”
3. In terms of curriculum development, both schools developed situated learning environments as a means to implement globalized education.
4. Both schools included multiculturalism in their concept of global education, and required students to interact in multicultural environments for the purpose of enhancing mutual cultural respect.
5. In terms of globalized curriculum content, School 1 relied on the regional government’s curriculum standard, and a book called “Si Hai Yi Jia,” School 2 on the other hand, relied on their “Learning Village”as the basis for globalized education.
6. In terms of learning resources, School 1 emphasized the natural environment of the school, whereas School 2 emphasized the use of technology.
7. Both schools experienced curriculum limitations due to financial limitations. School 1 also dealt with problems related to language abilities English and satisfying standardized requirements. School 2 felt policies needed to be improved.
8. School 2 felt the need to improve curriculum continuity, and the student’s experiences with their web resources.
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