本研究聚焦IB教育哲學中國際情懷及IBLP進行探究，發現IB從共善出發，思考我、我與他人、我與世界的課題。希望學習者學習知的能力、學習動手做、學習實現自我從而學會與自己和平相處，推而廣之透過對自身與他人文化的批判性欣賞學會與他人相處、共存、減少偏見。IBO以教學與學習方法指導教師透過課程達到學習者培養目標，幫助學生踏上國際情懷之路。
中文B作為語言習得領域學科之一，是達致國際文憑培養「善於交流」目標的手段，也是跨文化理解的核心。語言學習可豐富學習者的詞彙與思考，支持學習者創造具有推動力的理由。語言習得回應全球多語教育的浪潮，開拓學習者對世界的理解、支持學習者體驗不同語言習慣下的世界。從而幫助學習者理解其他人，與使用不同語言的人共享想法。中文B教師在設計課程時應考慮如何運用其他類別的學習方法技能加強學習者各項交際能力。
研究者透過自我述說，探究自身建構IB教育認知的歷程：前三階段建構IB教育哲學與實作中各面向的知識與主題，第四階段以概念的方式重新感知學習者培養目標，展示出對學生的關注。透過理論與經驗的對話，研究者發展出IB教育哲學網狀認知的雛型以及與IB專業的感情聯繫，反映相關機構所提供的教師訓練有效提升研究者的教師專業。
本研究針對IB職前教師培育提出數項建議：師培機構組建師培生線上分享平台，延長IB培訓時間，師培機構中的教師分享授課反思歷程；職前IB教師應發揮教師能動性，跨項目、跨學科探究IB教育哲學與實作，致力成為探究型教師以提升自身IB教育專業。

This study focuses on international mindedness and IBLP in IB educational philosophy and finds that IB starts from the common good and emphasizes the connections between individuals, others, and the world. IB expects that learners will acquire the ability to know, learn by doing, learn to have self-fulfillment, to live in peace with themselves, which extends into living with others, coexisting, and reducing prejudice through critical appreciation of their own and other cultures. IBO guides teachers with abilities of teaching and learning methods (ATTs & ATLs) to achieve the goal of learner training through courses, and help students embark on the road of international mindedness.
As one of the subjects in Language Acquisition, Chinese B is a method to achieve the goal of "communicators" in IBLP, and the core of intercultural competence. Language learning enriches learners' vocabulary and thinking, supporting learners to create reasons to become motivated. Language Acquisition responds to the global wave of multilingual education, expands learners' understanding of the world, and supports learners to experience the world under different linguistic environments. This helps learners understand others and share ideas with people who speak different languages.
The researcher explored the process of constructing IB education through self-narration: the first three stages constructed knowledge and themes of different aspects of IB educational philosophy and practice, and the fourth stage re-perceived learners' training goals in a conceptual way, focusing attention on students. Through dialogue based on theory and experience, the researcher developed a network-like cognitive prototype of IB educational philosophy and the emotional connection with the IB profession, reflecting that the teacher training provided by the relevant institutions effectively enhances the teaching professionalism of the researcher. At the same time, the researcher also provides the IB community with the perspective of pre-service teachers on the philosophy and practice of IB education.
This study concludes with the cultivation of IB pre-service teachers with the following suggestions: teacher training institutions establish an online sharing platform for pre-service teachers, extension of the IB training time, sharing the teaching and reflection process by teachers in teacher training institutions; and pre-service teachers should be equipped with teacher agency to have “interprogram” and interdisciplinary exploration of IB philosophy and practice, with the goal of becoming an inquiry-based teacher to improve their professionalism in IB education.

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