本研究的主要目的在透過全球觀與全球教育之相關研究，建構全球觀融入第二外語教學之六大結構成分，分別為：「了解學生全球知識與態度」、「教導全球關聯知識」、「多種教學資源的使用」、「多樣化教學策略」、「跨學科合作」，以及「多元評量學生學習」。採用量化研究的方式探討第二外語教師對全球觀融入教學之六大結構成分的知覺重要程度與實施滿意程度，以了解高中第二外語教師在不同背景變項的投入下，分析出調查資料之所得，進而研析其間差異之情形。
本研究以自編「全球觀融入第二外語教學之調查問卷」為研究工具，對全國高中第二外語教師進行調查研究，研究樣本共200位，其回收率為65. 5%，有效樣本為131位，可用率為98.5%。調查所蒐集之資料，主要以平均數、T考驗、單因子變異數分析，及Scheffe’事後比較法等統計方法進行資料分析。
根據統計分析結果，本研究主要發現如下：
一、在全球觀融入教學的各項重要成分中，第二外語教師普遍認為以「了解學生全球知識與態度」和「多種教學資源的使用」兩向度最為重要。
二、全球觀融入第二外語教學之落實不足，教師實施滿意度普遍偏低。
三、 教師對跨學科合作的重視度不高，未與全球統整課程設計之主流配合。
四、多元教學策略、教學評量之使用的觀念有待加強。
根據研究結果提出以下建議：
一、 對教育行政機關方面：
(一) 全球教育相關研究的充實，以提供有心教師參考方向與實施依據。
(二) 提供教師與學生跨文化學習機會，大大利於全球觀的發展。
(三) 將第二外語教師納入正式教師的編制，有助於跨學科合作與教學內容的充實。
二、 對學校教育人員的建議
(一) 善用辯論、角色扮演等教學策略，活潑外語教學。
(二) 進行跨校跨區的跨學科課程發展。

The aim of the study was to explore definition of global perspectives and global education, and tried to construct the main six components of infusing global perspectives into the teaching of the second foreign language. The main six components included: the understanding of students’ world knowledge and attitude, the teaching of world knowledge, the using of various teaching resources, the using of various teaching strategies, the cooperation of cross-subjects, and the using of multiple assessment. In addition, the author examined the perspective differences on the aboved six components of the second-language foreign teachers from the senior high schools with the diverse backgrounds by means of questionnaire survey.
According to the structure of the study, the author developed questionnaire of infusing global perspectives into the second foreign language teaching as research tool to conduct the investigation. The subjects were teachers of the second foreign languages from senior high schools in Taiwan. There were 200 teachers responding the surveys, and the return rate of the questionnaire was 65.5% and the usable rate is 98.5%. The main statistical methods used mean, t-test, one-way ANOVA, and Scheffe Post Hoc Multiple Comparisons.
According to the findings of the survey, conclusions were made as follows:
1. Upon the implementation of infusing the global perspectives into the second foreign language, the teachers’ satisfaction levered to low satisfaction, thus there is still a lot of room for improvement.
2. Upon the implementation of cooperation of cross-subjects teacher acts, the teachers expressed low degree of implementing interdisciplined-curriculum upon their teaching.
3. The use of multiple teaching strategies and assessment for the second-language foreign teachers needed to be strengthened.
Some suggestions were provided for educational administration institutions and the second foreign language teachers based on the findings of the study.

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