全球化時代的來臨，國際教育成為因應全球化的重要途徑。除了國際教育
之外，跨域專題導向學習也成為因應社會變遷所發展出來的一個重要教學方法。 因此，本研究主要探討跨域專題導向學習結合國際教育對於學生英語能力、國 際素養、學習焦慮感及實作能力的影響。本研究將採用準實驗研究法之前後測 設計，取自臺南某實驗小學，採常態分班的六年級學生作為研究對象，共 46 位 學生，分別兩組學生，其中實驗組 1 實施「跨域專題導向學習結合國際教育」， 實驗組 2 則實施「跨域專題導向學習結合國際教育和國際合作的」，為期十八週 實驗過程。研究工具為 YLE 劍橋兒童英語認證、國際素養線上測驗、學習焦慮 感問卷及學生實作能力檢核表。資料分析在英語能力、國際素養及學習焦慮感 採取單變量共變數分析及多變量共變數分析，實作能力則採獨立樣本 t 檢定及多 變量變異數分析。實驗結束後，並且針對學生進行質性訪談以探討不同教學策 略對於學生之影響，並對訪談內容進行歸納總結。研究結果顯示:
一、跨域專題導向學習結合國際教育及國際合作有助於提升學生英語能力、 國際素養及實作能力。
二、跨域專題導向學習結合國際教育及國際合作有助於降低學生的溝通焦 慮及考試焦慮。
三、學生對於課程保持正向態度，認為課程有趣且可以幫助他們學習到更 多不一樣的知識，且能夠幫助他們知道如何與他人進行合作。
最後，依據本研究結果，建議未來在課堂的安排可以融入協助改善學生負 面評價焦慮的課程，了解在課程調整下，其負面評價焦慮是否能達到顯著。並 且可以開發更完善的平台系統，幫助各個地區的學生都能透過平台進行學習。

With the advent of the era of globalization, international education (IE) has become an important way to deal with globalization. In addition to IE, transdisciplinary project-based learning (PBL) has also become an important teaching method to handle social changes. This research mainly explores the impact of integrating transdisciplinary PBL in IE and international cooperation on students’ English ability, global competence, learning anxiety, and performance assessment. This study adopted the pretest and posttest design of quasi-experimental research method. In this study, a total of 46 elementary school students were recruited from sixth grade with normal class grouping in a same elementary school in Tainan City. There were two groups of students, among which the experimental group 1 implemented “integrating transdisciplinary PBL in IE”, and the experimental group 2 implemented ” integrating transdisciplinary PBL in IE and international cooperation”, for its eighteen-week experimental process. The research tools are Cambridge Assessment English for Young Learner, Programme for International Students Assessment, Learning Anxiety Questionnaire and Student Performance Assessment. As for data analysis, we conducted one-way ANCOVA and MANOVA to test English ability, global competence, and learning anxiety. We also conducted Independent Sample t Test and MANOVA to test performance assessment. After the experiment, qualitative interviews were conducted with the students to explore the impact of different teaching strategies on the students, and the content of the interviews was summarized. research shows:
1. Integrating transdisciplinary PBL in IE and international cooperation can help improve students’ English ability, learning anxiety, and performance assessment.
2. Integrating transdisciplinary PBL in IE and international cooperation can help decrease students’ communicative anxiety and test anxiety.
3. Students maintain a positive attitude towards the course, thinking that the course is interesting and can help them learn more different knowledge, and can help them know how to cooperate with others.
Finally, based on the results of this study, it is suggested that the future classroom arrangements can be integrated into courses that help improve students’ the fear of the negative comments, and to understand whether their negative evaluation anxiety can be significant under the course adjustment. And a more complete platform system can be developed to help students from all regions learn through the platform.

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