五、高中生對國際教育的認同與學習成效之間呈現正相關。 This study aims to determine recognition and learning effect of international education perceived by senior high school students. This study applied the self-designed questionnaire to collect data from senior high school students in Taipei,Taiwan.The selected target groups are 620 students. There were 575 valid questionnaires from 600 retrieved copies. Statistical analyses include descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, and two-dimensional dimensions comparative analysis. The findings are presented as follows:
1.Senior high school students demonstrate high level in recognition of international education, the dimension of ‘Global Responsibility’ having the most positive support, while the dimension of ‘National Identification’ has shown the least as students’ perceptions.
2.Senior high school students'' recognition on the international education of “National Identification”, “International Competencies”, ‘Global Competence’ and “Global Responsibility” have displayed that girls are better than that of boys; Private school students are better than that of public school students in these specific perspective subjects.
3.Senior high school students’ learning effect of international education tended to be intermediate. The dimension of ‘International Competencies’ have been valued the highest, however the dimension of ‘Global Competence’ have been valued the lowest.
4.Senior high school students'' learning effects on the international education of “National Identification”, “International Competencies”and“Global Responsibility” have shown that girls are better than that of boys and private school students are better than that of public school students in the perspective subjects.
5.There is a moderate positive correlation between recognition and learning effect of international education perceived by senior high school students.