面臨全球化的考驗，教育部於2020年發布中小學國際教育白皮書2.0，因應後疫情時代的種種衝擊，2023年5月修正執行目標與策略，發展中小學國際教育中程計畫，以延續成果並精進改善國際教育環境。本研究以配額抽樣選取306位臺南市國小教師樣本，分析他們的多元文化經驗、學校背景與國際教育參與度之關聯性，以及創新教學行為是否為教師本身的多元文化背景與國際教育參與度間的中介變項。
研究結果顯示，臺南市一般地區學校與偏鄉學校之國際教育參與度並無顯著差異，申請國際教育相關計畫之學校教師國際教育參與度顯著高於未申請國際教育相關計畫之學校教師。臺南市國小教師之多元文化經驗、創新教學與國際教育參與度之間具有正向影響，且創新教學在多元文化經驗與國際教育參與度間的關係具有部分中介效果。研究者根據研究結果內容提出相關建議，可以做為未來推動國際教育執行之參考。

In response to the impact of globalization, the Ministry of Education released the “ White Paper 2.0 on International Education for Primary and Secondary Schools” in 2020. Addressing the evolving challenges of the post-pandemic era, the Ministry revised the implementation goals and strategies in May, 2023. The updated mid-term plan aimed to build on previous successes and enhance the international education environment further. This study used quota sampling to select a sample of 306 elementary school teachers in Tainan City. It examined the relationship among their multicultural experiences, school backgrounds, the participation of international education, and innovative teaching behavior.
Results indicate that there is no significant difference in international education participation between schools in general areas and those in rural areas of Tainan City. However, teachers at schools that have applied for international education-related projects show significantly higher compared to those at schools that have not applied. The study also finds a positive relationship between the multicultural experiences of elementary school teachers in Tainan City, innovative teaching, and their participation in international education. Additionally, innovative teaching partially mediates the relationship between multicultural experiences and international education participation. Policy implications are also discussed.

論文審定書 .......................................................... I
摘 要 ............................................................. II
ABSTRACT .......................................................... III
第一章 緒論 ...................................................... 1
第一節 研究背景 .................................................... 1
第二節 研究動機 .................................................... 3
第三節 研究目的與研究問題 .......................................... 7
第四節 名詞釋義 .................................................... 7
第五節 研究重要性 .................................................. 9
第六節 研究限制 .................................................... 9
第二章 文獻探討 ................................................. 11
第一節 多元文化經驗 ............................................... 11
第二節 創新教學 ................................................... 16
第三節 國際教育 ................................................... 20
第三章 研究方法 ................................................. 29
第一節 研究架構 ................................................... 29
第二節 研究對象 ................................................... 30
第三節 研究工具 ................................................... 34
第四節 實施程序 ................................................... 38
第五節 資料處理 ................................................... 40
第四章 研究結果與討論 ........................................... 43
第一節 臺南市國小教師在各量表之現況分析 ........................... 43
第二節 信度與效度分析 ............................................. 45
第三節 不同背景變項對於國際教育參與度之差異分析 ................... 51
第四節 多元文化經驗、創新教學與國際教育參與度之關聯與預測力 ....... 54
第五節 創新教學之中介驗證 ......................................... 57
第六節 討論 ....................................................... 59
第五章 結論與建議 ............................................... 61
第一節 結論 ....................................................... 61
第二節 建議 ....................................................... 62
參考文獻 ........................................................... 67
附錄一 ............................................................. 82
附錄二 ............................................................. 87

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