在臺灣，國際文憑教育並非是新興教育體制，早在1980年代就有學校採用，但在2020年前全由私立學校發展與執行，直至2021年才有第一所公立的國際文憑學校。本研究以質性的探究方法切入，透過與個案學校教師與行政人員的半結構式訪談與文件分析，整理臺灣第一所公立中學辦理國際文憑中學項目（International Baccalaureate Middle Years Programme, IBMYP）的背景、過程與成果，同時瞭解公立中學辦理IBMYP課程後對教師教學能力、學生學習和教師專業成長等產生的影響與面臨的困難與挑戰，也整理出目前公立教育的體制在辦理IBMYP課程能帶來的影響和啟示。研究結果顯示公立中學辦理IBMYP課程主要需要經過三個時期，其中以申請候選和最終審核作為分水嶺，在各個階段個案學校面臨缺乏溝通、意見分歧與教師心理壓力等不同的問題。而在公立中學辦理IBMYP課程產生的影響則包括：提升教師專業、學生反思能力成長和重視真實情境的課程設計等。最後在公立中學辦理IBMYP課程面臨的困難與挑戰則發現有：IB課程上手難度高、學生缺乏學習自主性、缺乏IBPYP課程的銜接及政策法規的衝突等。研究者最後也針對研究結果對未來欲發展IB教育之公立學校、相關政策與法規及未來研究的面向提出相關建議。

In Taiwan, International Baccalaureate (IB) education is not a new educational system; some schools adopted it as early as the 1980s. However, until 2021, all IB programs were developed and executed by private schools. The first public IB school was established in 2021. This study employs a qualitative exploratory approach, conducting semi-structured interviews with teachers and administrators at the first public high school in Taiwan implementing the IB Middle Years Programme (IBMYP), along with document analysis. The research aims to organize the background, process, and outcomes of the first public high school in Taiwan implementing the IBMYP curriculum. Additionally, it seeks to understand the impact, difficulties, and challenges faced by public high schools offering the IBMYP curriculum, and to document the effects and insights that implementing the IBMYP curriculum within the current public education system in Taiwan may bring.The results indicate that the implementation of IBMYP in public high schools typically involves three phases, with candidacy application and final review as crucial junctures. Throughout these stages, the case schools encountered various challenges such as communication gaps, diverging opinions, and teacher psychological pressure. The impacts of implementing IBMYP in public high schools include enhanced teacher professionalism, growth in students' reflective abilities, and an emphasis on curriculum designs rooted in real-life situations. Challenges faced by public high schools offering IBMYP include the high difficulty level of the IB curriculum, students lacking autonomy in learning, a lack of alignment with the IB Primary Years Programme (IBPYP), and conflicts with policies and regulations. In conclusion, the study offers recommendations for future public schools intending to develop IB education, addresses relevant policies and regulations, and suggests directions for future research.

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