[[alternative]]Curriculum Pictures Reconstructed: A Research on School Curriculum Development for Global Education

[[abstract]]Curriculum Pictures Reconstructed: A Research on School Curriculum Development for Global Education Abstract This thesis mainly explored the rationale and practice of school curriculum development for global education, and tried to infuse the global education into curriculum practice in order to reconstruct curriculum pictures of schools in Taiwan and tried to give practicable suggestions for school curriculum development of global education. The study applied the action research method, and collected the data by literature review, interviews, classroom teaching observation, documents analysis, and simple class questionnaires and etc. In addition, the author infused the global education into the curriculum of English, guidance and assistance, boy and girl scouts and club activities in the pilot study. In the second stage, the author only infused the global education into the curriculum of English and related club activities in the formal study. The conclusions and suggestions are followed： 1. Conclusions: Firstly, the rationale of curriculum development for global education mainly responded to the world issues and answered to the changing epoch, especially answered to the challenge of the politics and religions. The context of the globalization gave us the reflections that we hoped to bring reconciliation to the controversies and to promote the international peace. Moreover, the core viewpoint of global education was that pressed students close to the real world life nowadays. Secondly, the contents of curriculum practice of global education should include the all categories of the humankinds’ existence. Moreover, the writer divided the contents of global education into six objectives and aspects and used the spirits of the multidisciplinary educational philosophy, the mutual connection of multi- subjects, the global views of inter-subjects and the multi-models of teaching and learning for global education. We also should add some global education factors into the training programs and education of initial teachers. Thirdly, the researcher thought that we should considered the ethics and the legality of research in class teaching for global education and used useful measures to form a complete set to improve our teaching. Finally, students had developed their own beliefs and had diversifiable points of view about global education. 2. Suggestions： Firstly, the basic argumentation and the contents of global education should answer to the problems- solving of the worldwide issues and they should be suitable to their own epoch and their own specific locations. Secondly, the researcher suggested us to convert global education into issues, concepts and strategies and infused them into all the school subjects, include the all categories of the humankinds’ existence ,used the user-view trend to develop them. The writer also suggested to make use of the spirits of the multidisciplinary educational philosophy, the mutual connection of multi- subjects, the global views of inter-subjects and the multi-models of teaching and learning. Thirdly, action researchers should have deeply reflections, dialogues and manage the data system well. We also should avoid to have much higher expectation, and try to develop global education form the aspect of local culture, and always find the research faithful partners to deliberate the study in other side.