摘要
人才是國家發展的資本，知識已成為生產力提升與經濟成長的主要驅動力，在全球化的浪潮下，教育是因應全球化變遷的關鍵。本研究旨在釐清全球教育的定義及內涵，建構「大學生全球化認知能力檢核表」。研究目的如下：一、探討全球教育的實施內涵；二、確認大學生全球化認知的構面及能力；三、探討不同背景變項對大學生全球化認知能力之差異性；四、建構適切之大學生全球化認知能力檢核表。
在研究方法上，本研究透過四名專家建構檢核表之內容效度，並針對全球文化動力的國際企業精英文化、全球通俗文化、全球學術菁英文化和通俗宗教文化等相關人士進行問卷調查，利用蒐集之量化資料確認問卷信度；透過項目分析及探索性因素分析進行預試階段試題純化，發展包含有跨文化探索人類需求、變革下的全球視野、包容與偏執、多元社會－移民、城市問題及世界政治體系等六大構面之「大學生全球化認知能力檢核表」（共計49題）。正式施測階段，發出452份樣本回收272份（回收率60%），回收之樣本資料透過驗證性因素分析，以確認理論模式的適配程度；藉著變異數分析考驗受試者對各項目重要性評分之差異性，得以探究其未來應用之合用性。
經過資料的統計分析與整理，本研究建構信、效度良好（整體Cronbach α值0.97、各構面累積變異解釋量均達51%以上）、理論模式與實測資料具有不錯的配適程度（NCI值2.51、RMSEA值0.077）及實用性良好（基本資料不影響答題的結果）之「大學生全球化認知能力檢核表」。
本研究並且在全球教育的課程發展及後續研究方面提出了相關建議事項。

ABSTRACT
Human resource is the foundation for the development of a country. Knowledge has become the major driving force for promoting productivity and economic growth. Under the tide of globalization, education is the key to cope with the variability of globalization. This study aims to clarify the definition and contents of global education and to construct the “Checklist of Cognitive Ability in Globalization for Undergraduate Students”. The goals of this study has been set in the following order. First, the content of implementation of global education will be explored. Second, the dimensions and abilities of undergraduate students’ cognition will be discussed. Third, the differences in cognitive ability in globalization for undergraduates with distinct background will be investigated. Finally, appropriate checklist of undergraduates’ cognitive ability for global education will be developed.
For methodology, this study verified content validity of the checklist through the opinion of four groups of experts. The questionnaire survey was then conducted and focused on the power of global culture – elites of international business culture, global popular culture, world intellectual culture and popular religious culture. This study demonstrated the reliability of the questionnaire through the collected quantitative data and refined the items through item analysis and exploratory factor analysis in the stage of pilot study. The “Checklist of Cognitive Ability in Globalization for Undergraduate Students” was developed from six major dimensions, including exploring human needs across cultures, global perspectives on the revolution, tolerance and intolerance, pluralistic society-immigration, and the city as problem and world political systems. There were 452 copies of questionnaire mailed with 272 responded ( a response rate of 60%). The collected data was used to confirm the goodness of fitness of the theoretic model through confirmatory factor analysis. In addition, One-way analysis of variance was performed to test the differences in item scores and to evaluate the adaptability for future applications.
After the statistical analyses, items of the “Checklist of Cognitive Ability in Globalization for Undergraduate Students” were selected. The checklist has good validity and reliability (overall Cronbach α = 0.97, the cumulative variance component of all dimensions larger than 51%). The theoretical model fitted fairly well with observed data (NCI = 0.51, RMSEA = 0.077) and the practicability of the questionnaire was also good due to invariance of response despite differences in the individual attributes.
Suggestions were also made for developing curriculum in global education and for the future research.

參考文獻
中文部分
王柏鴻譯（2002）。Huntington, S. P. & Berger, P. L. 主編。杭廷頓&柏格看全球化大趨勢。台北：時報文化。
方永泉（2002）。當代思潮與比較教育研究。師大書苑，台北。
朱道凱譯（2002）。Hirst, P. & Thompson, G.著。全球化迷思。台北：群學。
行政院（2001）。知識經濟發展方案具體執行計畫。2007年9月12日取自http://www.cedi.cepd.gov.tw/index.php?fPath=1。
李誠（2001）。知識經濟之路。天下遠見，台北。
李英明（2000）。網路社會學 。台北：揚智文化。
吳忠吉（2001）。知識經濟下的人力資源政策。臺灣經濟研究月刊，278，49-54。
沈宗瑞、高少凡、許湘濤、陳淑鈴譯（2001）。D. Held等著。全球化大轉變：全球化對政治、經濟與文化的衝擊。台北：韋伯文化。
周子敬（2006）。結構方程模式（SEM）－精通LISREL。台北：全華科技。
社會學習領域~研習手冊（無日期）。七大學習領域網站，2007年6月13日取自
http://teach.eje.edu.tw/9CC/textbook%20source/0725teach/study/society/04.DOC
林祐聖，葉欣怡譯（2005）。David, H. & Anthony, M.著。全球化與反全球化。台北：弘智文化。
林添貴譯（1999）。Nathan, P. G. 主編。世紀之路 : 改變中的全球秩序。台北縣新店市：立緒文化。
「挑戰2008：國家發展計畫－e世代人才培育」報告（無日期）。2006年12月17日，取自
http://english.moe.gov.tw/public/Attachment/732176171.doc
徐偉傑譯（2000）。Waters, M.著。全球化。台北：弘智文化。
高湘澤、馮玲譯（2001）。Albrow, M.著。全球時代。北京：商務印書館。
高薰芳（2002）。全球教育在師資培育實施之研究：職前教師全球視野之培育。師資培育的政策與檢討。台北：學富文化。
高薰芳（2003）。提升文化學習能力之教學策略：全球教育的啟示。教育研究月刊，112，127-141。
高薰芳（2005）。全球化情境下高等教育的課程革新－論全球教育在師資培育之實施。淡江人文社會學刊，校慶特刊，115-151。
夏鑄九譯（1998）。Castells, M.著。網路社會之崛起。台北：唐山。
孫治本譯（1999）。Beck, U.著。全球化危機 : 全球化的形成、風險與機會。台北：台灣商務。
孫治本（2001）。全球化與民族國家：挑戰與回應。台北：巨流。
國民中小學九年一貫課程綱要（無日期）。2006年12月17日，取自http://teach.eje.edu.tw/data/kunda/200010222331/
陳其邁譯（2001）。Giddens, A.著。失控的世界 : 全球化與知識經濟時代的省思。台北：時報。
陳建利（2005）。社會領域能力指標轉化教學目標之研究~以第一、二、三學習階段「人與空間」主題軸為例。國立中山大學教育學系碩士論文，未出版，高雄。
陳新轉（2002）。社會學習領域能力指標之「能力表徵」課程轉化模式。教育研究月刊，100，86-100。
陳儒晰譯（2002）。Edwards, R. & Usher, R.著。全球化與教學論。台北：韋伯。
曾淑惠（2002）。技職教育方案後設評鑑檢核表建構之研究。行政院國家科學委員會補助專題研究計畫成果報告。2007年9月13日，取自http://www.ntut.edu.tw/~tsengsh/write/P-2.pdf
張君玫譯（2001）。Bauman, Z.著。全球化：對人類的深遠影響。台北：群學。
馮建三譯（1994）。Tomlinson, J.著。文化帝國主義。台北：時報文化。
黃芳銘（2004）。社會科學統計方法學-結構方程模式。台北：五南。
黃富順（2002）。全球化與成人教育。全球化與成人教育，1-27，台北：師大書苑。
黃光雄、簡茂發（1991）。教育研究法。台北：師大書苑。
楊伯漵（2002）。全球化：起源、發展和影響。北京：人民。
楊雪冬（2003）。全球化。台北：揚智文化。
楊孟麗、謝水南譯（2003）。Fraenkel, J. R. & Wallen, N. E.著。教育研究法：研究設計實務。台北：心理。
課程發表議會（1996）。學校公民教育指引。香港，香港教育署。
蔡繼光、李振昌、霍達文譯（2000）。Friedman, T.著。了解全球化：凌志汽車與橄欖樹。台北：聯經。
鄭棨元、陳慧慈譯（2001）。Tomlinson, J.著。全球化與文化。台北：韋伯文化。
潘慧玲（2004）。發展國民中小學教師教學專業能力指標之研究（普及版）。台北：教育部。
趙中建主譯（1999）。全球教育發展的歷史軌跡 : 國際教育大會60年建議書。北京：教育科學。
顏佩如（2002）。全球教育的初探。教育研究月刊，102，76-92。
顏佩如（2004）。課程圖像重建：學校全球教育課程發展之研究。國立台灣師範大學教育學系博士論文，未出版，台北。
龍應台（2006）。談二十一世紀大學生的「基本配備」～災難和教育的拔河。天下雜誌，363，海闊天空教育網站，2007年7月13日，取自http://www.lcenter.com.tw/trend/SocietyDetail.asp?no=130
戴曉霞（2001）。全球化及國家/市場關係的轉變：高等教育市場化之脈絡分析。教育研究集刊，47，301-328。
蕭新煌（2002）。Huntington, S. P. & Berger, P. L. 主編。共存與融合-當代台灣的文化全球化與本土化。杭廷頓&柏格看全球化大趨勢，38-57。台北：時報文化。

英文部份
Albrow, M. (1996). The Global Age. Cambridge: Poity Press.
Alger, C. F. & Harf, J. E. (1986). Global education: Why? For whom? About what? Promising practices in global education: A handbook with case studies (1-13). New York: National Council on Foreign Language and International Studies.
American Association of Colleges for Teacher Education (AACTE) (1994). Teacher education in global and international education. Washington, DC: Author.
Anastasi, A. (1988). Psychological testing. New York: Macmillan.
Anderson, C. (1990). Global education and the community. In Tye, K. A. (Ed.) , Global education from thought to action (125-141). Alexandria, VA: Association for Supervision and Curriculum Development.
Anderson, C. C. , Crawford, A. R. & Nicklas, S. K. (1994). Global understandings: A framework for teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103, 411-423.
Anderson, L. (1990). A rationale for global education. In Tye, K. A. Global education from thought to action (13-34). Alexandria, VA: Association for Supervision and Curriculum Development.
Beck, U. (2000). What is globalization? Malden, MA : Blackwell.
Becker, J. M. (Ed.). (1979). Schooling for a global age. New York: McGraw-Hill.
Bera, A. K.; Carlos M. Jarque (1980). Efficient tests for normality, homoscedasticity and serial independence of regression residuals. Economics Letters, 6 (3): 255–259.
Boaz, J. K. (1985). 1985 National debate tournament final debate: Should the United States government significantly increase exploration and/or development of space beyond the earth's mesosphere? Journal of the American Forensic Association, 22, 1 , 26-62.
Bollen, K. A. (1989). Structural equations with latent variables. New York: John Willey & Sons.
Boyer, R. & Drache, D. (eds) (1996). States against Markets. London：Routledge.
Browne, M. W. & Arminger, G. (1995). Specification and estimation of mean and covarianc estructure models. In G. Arminger, C.C. Clogg, &M.E. Sobel (eds.), Handbook of statistical modeling for the social and behavioral sciences. New York: Plenum. 185-249
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models. Newbury Park, CA: Sage.
Bryman, A. (1996). Quantitative Data Analysis With Spss for Windows: A Guide for Social Scientists. New York : Routledge.
Carmines, E. G & Zeller, R. A. (1979). Reliability and validity assessment. Beverly Hills : Sage Publications, INC.
Case, R. (1993). Key elements of a global perspective. Social education, 57(6), 318-325.

Castells, M. (1996). The Rise of the Network Society. Cambridge, Mass.: Blackwell.
Cohen, R. & Kennedy, P. (2000). Global Sociology. New York: Palgrave.
Cogan, J. J., & Derricott, R. (Eds.). (1998). Citizenship for the 21st century: An international perspective on education. London: Kogan Page.
Classroom focus: Global education. Social Education, 60(7), C1-C8.
DeVellis, R. F. (2003). Scale development : theory and applications. 2nd ed. Thousand Oaks, Calif. : Sage Publications, Inc.
Edwards, R. (1995). Different discourses, discourses of difference: globalisation, distance education and open learning. Distance Education, 16(2), 241-255.
Gay, L. R. (1992). Educational research competencies for analysis and application. New York：Macmillan.
Giddens, A. (1990). The consequences of modernity. Cambridge：Polity Press.
Giddens, A. (1996). Globization：a keynote address. UNRISD News, 15.
Giddens, A. (2000). Runaway world : how globalization is reshaping our lives. Routledge : New York.
Gordon, D. (1988). The global economy：new edifice or crumbling foundations？ New Life Review, 168.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., Tatham, R. L.(2006). Multivariate data analysis. 6th ed. Upper Saddle River, N.J. : Pearson Prentice Hall.
Hanvey, R. G. (1976). An attainable global perspective. New York: Center for Global Perspectives in Education.
Harvey, D. (1989). The condition of postmodernity. Cambridge, Mass.: Blackwell.
Held, D. & McGrew, A. (1992). Globalization and anti-globalization. Cambridge: Polity Press.
Held, D. (1993). Prospects for Democracy：North, South, East, West. Cambridge：Polity Press.
Held, D., Goldblatt, D., McGrew, A.& Perraton, J. (1999). Global Transformations: Politics, Economics and Culture. Cambridge: Polity Press.
Hendrix ,C.J.（1998). Globalizing the curriculum. The clearing house, 71-5, 305-309.
Hirst, P. & Thompson, G. (1996). Globalization：ten frequently asked questions and some surprising answers. Soundings, 4, 47-66.
Huntington, S. P. (1996). The Clash of Civilizations and the Remaking of World Order. New York：Simon and Schuster.
James, C. H. (1998). Globalizing the curriculum. The clearing house, 71, 305-308.
Jones, P. (1998). Globalization and internationalism: democratic prospects for world education. Comparative Education, 34(2), 143-155.
Jöreskog, K., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS common Ianguage. Hillsdale, Lawrence Erlbaum Associates Publishers.
Kennedy, P. (1993). Preparing for the 21st century. New York: Random House.

Kettinger, W. J. & Lee, C. C. (1994), Perceived Service Quality and User Satisfaction with the Information Services Function, Decision Sciences, 25(5), 737-766.
Kirkwood, T. F. (2001). Our global age requires global education: Clarifying definitional ambiguities. The social studies, 92(1), 10-15.
Kline, P. (1994). An easy guide to factor analysis. New York : Routledge.
Kniep, W. M. (1986). Defining a global education by its content. Social Education, 50(10), 437-466.
Kniep, W. M.（1986). A critical review of the short history of global education：preparing for new opportunities. New Yark: Global Perspectives in Education.
Kniep, W. M. (Ed.). (1987). Next steps in global education: A handbook for curriculment development. New York: American Forum.
Krasner, S. (1995). Compromising Westphalia. International Security, 20, 3.
Lamy, S. (1987). The definition of a discipline: The objects and methods of analysis in global education. New York: Global Perspectives in education.
Loehlin, J. C. (1987). Latent variable models: an introduction to factor, path,and structural analysis. Hillsdale, NJ: Erlbaum.
Luard, E. (1990). The Globalization of Politics. London：Macmillan.
Mann, M. (1997). Has globalization ended the rise and rise of the nation-state？ Review of International Political Economy, 4.

Marsh, H. W., & Balla, J. (1994). Goodness of fit in confirmatory factor analysis: The effects of sample size and model parsimony. Quality & Quantity, 28, 185-217.
McBurnie, G. (2001). Leverage globalization as a policy paradigm for higher education. Higher education in Europe, 16(1), 11-26.
Merryfield, M. M. (1997). A framework for teacher education. Preparing teachers to teach global perspective: A handbook for teacher educators. Edited by Merryfield,M. M, Jarchow, E. and Pickert, S.. Thousand Oaks, Calif.: Corwin Press:1-24.
National Council for Accreditation of Teacher Education (NCATE). (1994). NCATE standards. Washington, DC: Author.
NCSS (1994). Expectations of excellence: Curriculum standards for social studies. Washington DC: National Council for the Social Studies.
Nierop, T. (1994). Systems and Regions in Global Politics：An empirical study of diplomacy, international organization and trade 1950-1991. Chichester：John Wiley.
Ohmae, K. (1990). The Bordless World. London：Collins.
Ohmae, K. (1995). The End of the Nation State. New York：Free Press.
Osterlind , S. J. (1983) Test item bias. Beverly Hills : Sage Publications, Inc.
Raykov, T. (2001). Testing multivariate covariance structure and means hypotheses via structural equation modeling. Structural Equation Modeling, 8, 224-256.
Robertson, R.(2001). Globalization theory 2000. In George Ritzer ＆ Barry Smart. (Eds). Handbook of social theory, 458-471. London：SAGE.
Ruigrok, W. & Tulder, R. V. (1995). The Logic of International Restructuring. London：Routledge.
Ruggie, J. G. (1993). Territoriality and beyond. International Organization, 41.
Scholte, J. A. (1993). International Relations of Social Change. Buckingham, UK：Open University Press.
Scriven, M. (2000). The logic and methodology of checklists. Retrieved September 13, 2007, from
http://www.wmich.edu/evalctr/checklists/papers/logic_methodology.pdf
Steiger, J. H. (1990). Structural model evaluation and modification: an interval estimatio approach. Multivariate Behavior Research, 25, 173-180.
Stromquist, N. P. & Monkman, K. (2000) Defining Globalization and AssessingIts Implications on Knowledge and Education. In Stromquist, N. P. & Monkman, K. (eds.) (2000) Globalization and Education Integration and Contestation across Cultures. Maryland：Rowman & Littlefield Publishers, INC.
Tanaka, J. S. (1993) Multifaceted conceptions of fin in structural equation models. In: K.A. Bollen & J.S. Long (Eds), Testing structural equation models. Newbury Park, CA: Sage.
The American Forum For Global Education (2002). Retrieved April 25, 2006, from http://www.globaled.org/fianlcopy.pdf
Tye, K. A. (1990). Global education from thought to action. Alexandria, VA: Association for Supervision and Curriculum Development.
Tye, K. A. (1999). Global education: A worldwide movement. Orange, Calif.: Independence Press.
Tye, B. B, and Tye, K. A. (1992). Global education: A study of school change. Albany: State University of New York Press.
Waters, M. (1995). Globalization. New York : Routledge
Weiss, L. (1998). State Capacity：Governing the Economy in a Global Era. Cambridge：Polity Press.
Wriston, W. (1992). The twilight of sovereignty. New York：Charles Scribmers Sons.