教育部《中小學國際教育白皮書》引領教育工作者關注世界改變，並透過教育實踐開展學生對國際議題、全球發展與世界和平的理解與意識，培養國際關懷與行動。本研究將國際教育、專案式學習、資訊與通訊科技融入國中二年級英語教學，以瞭解此教學模式發展歷程及其對學生在全球觀培養之情形。
本研究採行動研究法，以研究者為教師進行教學，對一班八年級學生實施以國際教育專案融入英語之課程。本研究採觀察、訪談、文件等方法蒐集資料，並以「全球觀量表」測驗學生全球觀發展的情形。
研究結果發現：1. 國際教育英語課程方案開創了結合英語、國際教育與專題探究的教學模式；2. 課程發展過程為改變師生角色與互動模式的歷程，3. 課程方案培養學生的探究力；4. 課程方案培養學生的全球觀，以及5. 專案式學習提供大量英語運用機會。
根據研究結果，針對國中階段國際教育推廣、政策制定、課程實施與教師專業發展等面向提出建議，並對後續研究提供方向。國際教育推廣方面：1. 國際教育推動不僅由上而下的政策實施，亦需由下而上進行教學改革；2. 國際教育之落實需重視在職教師國際觀的提升。教育政策方面：1. 建議政府建置現職教師國際教育課程發展及教學類的長期而直接的支持性系統；2. 建置系統性的國際教育課程資料庫。課程實施方面：1. 國際教育專案式課程宜重視各種差異與多樣性；2. 透過窠巢式融入英語課程落實全球競合力之培養。教師專業發展方面：1. 以協同教學模式共同建構英語溝通能力與國際教育知能；2. 國中階段適合進行國際教育專案，研究班群可擴展至普通班群；3. 教師全球觀是課程實施之關鍵，而其亦隨課程一同發展；4. 教師探究能力跟隨學生學習之方向而與之改變，意即教師之探究力亦隨著專案式學習的教學活動而成長。

The White Paper of International Education in Primary and Secondary Schools announced by the Ministry of Education leads educators to pay attention to changes in the world and to develop students' understanding and awareness of international issues, global development and world peace through educational practices, and to foster international attention and action.
This teaching model integrates international education, project-based learning, and information and communication technology into a junior high school English course to understand the development of students in the global mindedness. This research adopts the action research method, which researcher teaches as teacher, and implements an international education project into an English course for a group of eighth graders. This study collects data using observations, interviews, documents, and the before-and-after test results with the Global Mindedness Scale.
There are five research results: 1. The International Education English Program has created a teaching model that combines English, international education and project-based learning method; 2. The program development process is the process of changing the role and ways of interaction of teachers and students, 3. The program trains students to inquire; 4. The program contributes to the student's global mindedness development, and 5. project-based learning provides ample opportunities for English use for learners.
According to the research results, suggestions for international education promotion, policy formulation, curriculum implementation and teacher professional development in the junior school stage are provided, along with the direction for future follow-up researches.

一、中文部分
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