本研究旨在運用CLIL教學法於一所國中的國際教育彈性課程，透過課程實踐與評鑑，滾動式修正教學方案後，發展一套適合於學校本位的課程方案，並精進教師的專業成長。
本研究以台北市一所國中七年級的四個班級為研究場域，進行一學期的行動研究，歷經三次主題課的螺旋循環，蒐集資料的方法包括觀察、訪談與文件分析。本研究獲致結論如下：
一、本國際教育課程具有多重課程架構與目標，且教學者提供的鷹架成為學習者一大助力，適時的語言轉換是CLIL教學的關鍵。
二、課程時間、國際教育主題的選擇及活動設計，皆是課程發展的關鍵因素。
三、教師透過行動反思歷程，提升國際教育知能，也增進CLIL課程設計與教學能力。
最後，本研究針對上述研究結論，對CLIL教學者及未來研究提出建議。

The purpose of this study was to develop a CLIC-oriented international education curriculum and to improve the teachers’ professional development at a junior high school in Taiepi. This study applied action research with three cycles of curriculum implementation in the field. The participants for this study were seven-graders. The data was collected from interviews, observations, and document analysis. The conclusions of this study were as follows:
1. There were multiple frameworks and goals in this international education curriculum, and the scaffold provided by the teacher had a great help to the learners. The timing of switching the languages was crucial during the instruction.
2. The length of the course, the choice of the international education themes and the design of the activities influenced the development of the curriculum.
3. Teachers improved their international education knowledge and enhanced the curriculum design and teaching ability of CLIL through the practice and reflection.
Finally, this study provided several suggestions to CLIL teachers and future studies according to the conclusions above.

壹、 中文部分
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