本研究旨在以教育部2012年提出之中小學國際教育白皮書1.0「課程發展與教學」、「國際交流」、「教師專業與發展」及「學校國際化」四軌之學校本位國際教育計畫（SIEP）內涵，探討高雄市國際教育推動現況、學校教師推動國際教育及其對於全球素養教學認知之情形。研究以高雄市高級中等以下學校推動SIEP或其他國際教育及交流活動之學校作為研究母群體，以問卷調查作為研究方法，參考相關研究成果、其他國家及國際教育組織之國際教育政策編擬問卷進行調查，期提出建議供教師、學校及教育主管機關作為推動國際教育之參考。
本研究問卷共計47題，採Likert五點量表設計，研究者共發放783份問卷，回收662份問卷，有效問卷為588份，回收率為 75.1%，統計方法採用描述性統計、獨立樣本t檢定、單因子變異數分析、Pearson相關分析及迴歸分析等，研究結論顯示：
一、高雄市教師在國際教育的推動現況呈現中等程度，其中以「課程發展與教學」層面最高，「國際交流」層面最低。
二、高雄市不同背景變項的教師在整體推動國際教育情形具有顯著差異，另在「課程發展與教學」、「國際交流」、「教師專業與發展」及「學校國際化」層面具有部分顯著差異。
三、高雄市不同背景變項的教師在全球素養教學認知層面具有部分顯著差異，其中不同性別和來自不同學校規模的教師在全球素養教學認知層面具有顯著差異，而不同年齡、不同最高學歷及不同服務年資的教師則在全球素養教學認知層面不具顯著差異。
四、高雄市教師推動國際教育的情形與全球素養教學認知的程度之間具有低相關性。
五、高雄市教師推動國際教育的情形對於全球素養教學認知的程度具有低預測力。
研究者依據研究結果，提出對教師、學校及教育主管機關推動國際教育之建議，並針對研究工具及研究方向提出建議，俾提供未來研究者參考。

The research aimed to explore Kaohsiung City's implementing status of international education by the "School-Based International Education Project (SIEP)", which was proposed by the Ministry of Education (MOE) in Taiwan in 2012, trying to analyze and understand the implementing effectiveness of international education and teachers' perception of teaching in global competence, and attempted to propose specific suggestions for teachers, schools, and the education authorities as reference.
Questionnaire survey was adopted in the research, and the population of the research include the schools in Kaohsiung City having experiences in implementing SIEP or participating in any means of international education activities. The questionnaire, inclusive of 47 items, was developed based on the relevant research results, international education policies proposed by other countries and international organizations. The participants were asked to respond to all items based on their current situation on a 5-point Likert scale. 783 questionnaires were distributed in the research, 662 questionnaires were collected, and among them, a total of 588 participants' responses were valid, with a response rate of 75.1%.
The statistical methods adopted in the research including descriptive statistics, independent sample t test, one-way analysis of variance, Pearson's correlation and multiple regression analysis, and the research results were as follows:
1) The current situation of teachers' implementation of international education in Kaohsiung City is at a moderate level, while the dimension of implementing development of international education curriculum development is the highest and implementing development of international exchange is the lowest.
2) Significant differences were found between teachers in Kaohsiung City with different background variables in the overall implementation of international education; as for the 4 dimensions of implementing international education (international education curriculum development, international exchange, teacher professional development and school internationalization), only partial significant differences were found between teachers with different variables.
3) Significant differences were found between teachers of different gender and teachers from different school sizes in Kaohsiung City in the perception of teaching in global competence, while no significant difference was found between teachers with different ages, highest education, and years of service in the perception of teaching in global competence.
4) There is a modest and positive correlation between teachers' implementation development of international education and the perception of teaching in global competence in Kaohsiung City.
5) There is a low predictive power between teachers' implementation development of international education for the perception of teaching in global competence in Kaohsiung City.
According to the results of the research, the researcher put forward suggestions for teachers, schools, and education authorities as reference, and further proposed suggestions for future research.

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