本研究從文獻發展全球公民素養教育融入專案式英語課程，並且探討其實施歷程及對國小六年級生之全球素養、英語學習動機和英語閱讀能力的效益，同時也分析教師在教學專業上的成長，再根據研究結果提出建議，供未來行政及教師之參考。
本研究採用不等組實驗前後測之準實驗設計，研究對象為國小六年級48位學童，實驗組及對照組各24位學童，實驗組進行十二週的全球公民教育融入專案式英語課程，而對照組則授以一般式英語教學。為瞭解本實驗課程之實驗成效，二組學生於教學進行前均接受「英語閱讀能力測驗」、「全球素養量表」及「英語學習動機量表」之前測，實驗結束後再對兩組學生實施「英語閱讀能力測驗」、「全球公民素養量表」及「英語學習動機量表」之後測; 另外也採用學生訪談表、專案成果評量表及教師省思表等方式蒐集資料，進行質量並重的分析討論。
本研究主要發現如下:
一、「融入全球公民素養教育之專案式英語課程」的課程發展及實施歷程，先確立教學目標，編寫英語補充教材及設計教學活動，施以專案式學習模式連結全球及在地，建立學生全球素養與提升英語能力及學習動機。
二、接受融入全球公民素養教育之專案式英語課程的實驗組學生，其英語學習動機顯著高於對照組學生，結果顯示全球公民素養教育融入專案式英語課程對提升學生英語學習動機有所助益。
三、接受融入全球公民素養教育之專案式英語課程的實驗組學生，其英語閱讀能力顯著優於未使用實驗課程施教之對照組學生，相關量化及質性資料皆呈現出學生在閱讀能力上的進步情形。
四、接受融入全球公民素養教育之專案式英語課程的實驗組學生，其全球素養顯著優於未使用實驗課程施教之對照組學生，各小組透過同儕合作學習完成專案學習，在「溝通合作」與「公民責任」上則達顯著水準。
五、經過12週的實驗課程後，教師在教學專業成長，包括班級經營、融入全球公民素養教育的英語課程發展與教學實施等，從設計補充教材、小組合作進行專案式學習模式以及選用多元的評量方式檢視學生學習結果等。
最後根據研究結果，對於行政單位、學校方面、英語教師等提出課程與教學相關的實施以及對未來研究的建議。

This study incorporates the development of global citizenship education from the literature into a special English course, and aims to discuss its implementation and the benefits on global competence, motivation for English learning, and English reading comprehension for elementary school sixth graders. In addition, It also analyzes teachers’ teaching expertise. Based on the research results, recommendations are made for future administrative and teacher reference.
In this study, quasi-experimental designs were conducted. The study consisted of 48 elementary school sixth graders, 24 students in the experimental group and 24 students in the comparison group. The experimental group students received 12-week global citizenship education incorporated into project-based English curriculum, while the comparison group had general English instruction. In order to understand the experimental results of this experimental curriculum, both of the students were tested before the teaching, and they were tested after the end of the experiment. They were asked to answer English reading comprehension tests, global competence scale and English learning motivation scale. Qualitative data were also collected through student interviews, project evaluation scales and teacher reflections.
The main findings of this study are as follows:
1. The development of “Global Citizenship Educaiton in Project-Based EFL curriculum” begins from establishing teaching objectives, designing supplementary materials and teaching activities, then applying project-based learning model to connect the global and the local, to prepare students to develop global competence and improve students’ English reading comprehension and learning motivation.
2. The experimental group students who received global citizenship education incorporated into project-based English curriculum had significantly higher motivation for learning English than the comparison group. The results showed that the integration of the global citizenship education into the project-based English curriculum was helpful to improve the students' English learning motivation.
3. The experimental group students were significantly better than the comparison group students who did not take the experimental curriculum. According to the relevant quantitative and qualitative data, students’ English reading comprehension improved significantly.
4. The experimental group students were significantly better than the comparison group students. Students in groups completed the project through cooperative learning. With regard to "communication and cooperation" and "citizen responsibility" in global competence scale, they have reached a significant level.
5. After 12-week experimental curriculum, teacher profession development was improved, including class management, integrative curriculum development, global citizenship education integrated into English curriculum and teaching implementation, etc., from the design of supplementary materials, group cooperative learning, and selection of multiple assessments.
Finally, according to the research results, the suggestions about the curriculum and teaching implementation are made for administration, schools, and English teachers. Besides, suggestions for future research are proposed as well.

論文審定書 i
誌謝 ii
中文摘要 iv
英文摘要.vi
目錄.viii
圖次.x
表次.xi
第一章 緒論
第一節 研究背景與研究動機 1
第二節 研究目的與待答問題 4
第三節 名詞釋義 5
第四節 研究範圍與限制 8
第二章 文獻探討
第一節 全球公民教育之理論與內涵--21世紀全球公民課題 9
第二節 英語教育之政策與實務--ESL/EFL的學習與發展 16
第三節 全球公民教育融入英語教學之課程發展--內容本位英語教學之應用.23
第四節 專案導向式學習之英語課程設計--以社區為本之跨領域統整課程.26
第五節 小結-對本研究的啟示.35
第三章 研究設計與實施
第一節 研究架構 37
第二節 實驗設計 39
第三節 研究方法與研究對象 41
第四節 研究實施流程 45
第五節 研究工具 之實施與結果分析 47
第六節 前導研究之實施與結果分析 60
第七節 實驗課程--融入全球公民教育之專案式英語課程 64
第八節 資料分析.76
第七節 實驗課程--融入全球公民教育之專案式英語課程 64
第八節 資料分析.76
第四章 研究結果與討論
第一節 「融入全球公民素養教育之專案式英語課程」之課程發展及實施歷程.80
第二節 實驗處理對學生英語閱讀理解能力影響之分析 82
第三節 實驗處理對學生英語學習動機影響之分析 85
第四節 實驗處理對學生全球素養影響之分析 88
第五節 實驗課程之質性分析 92
第六節 實驗課程下之教師專業成長 113
第七節 綜合討論與省思 116
第五章 結論與建議
第一節 研究結論 122
第二節 研究建議 127
參考文獻.134
附錄
附錄一 專家學者基本資料 146
附錄二 全球公民素養量表內容效度修正結果 147
附錄三 英語學習動機量表內容效度修正結果 150
附錄四 家長同意書 152
附錄五 任教學校課程實施同意書 153
附錄六 全球素養量表(正式量表) 154
附錄七 英語學習動機量表(正式量表).158
附錄八 英語閱讀能力前測.160
附錄九 英語閱讀能力後測.164
附錄十 學生訪談大綱..170
附錄十一 教學省思表 171
附錄十二 學生專案作品評量表.173
附錄十三 專案１＆２之英語學習教材 176
附錄十四 實驗組及對照組之教學流程 184

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