基於21世紀全球化對通識教育的新需求，本文旨在於探究跨學科領域之全球在地化課程的建構。這樣的構思基礎值基於，各大學的辦學理念通常能從其通識教育反映出來，而有效的通識教育也能反映出學校的辦學特色。因此，我們擬以「全球在地化」作為推動大學通識教育課程改革的重要選項之一，主要內涵包括二項：其一是「全球在地化之課程」，這是跨學科整合性的課程，讓通識教師與系所專業教師有對話的機會，共同合作規劃此一課程，藉以豐富通識教育的教材教法；其二是「全球在地化：在地與全球的對話和反思」為議題，這課程採用探究橫貫學科方式來實踐，透過課程設計來厚實通識教育的廣度。我們特別要指出：本文所建構全球在地化課程的初步成果是具有參考性與開放性二種特性，參考性乃是提供了一個觀察通識課程全球在地化實踐與發展的具體起點；開放性則是讓我們可以檢討不足，進一步致力於構思較完善的通識全球在地化課程。

General Education in the 21st century based on the new demands of globalization, this paper presents to the idea of interdisciplinary fields in glocalization of course. This idea is based on various universities operate from their general education is often reflected and effective general education can also reflect the characteristics of their school. Based on the new demands of the times, the author the idea of "glocalization" as the University's general education curriculum reform to promote the important options, one is "glocalization of course" This course is designed to be integrated interdisciplinary curriculum system, enabling the Department of General Education teachers and teachers right to talk about opportunities to work together to plan curriculum, enrich the teaching materials; The second is "glocalization: in with the global dialogue and reflection" as the subject and used to explore cross-disciplinary approach to practice it. Finally, I want to point out: In this paper the concept of glocalization preliminary results of the course with a reference to sexual and openness, referential, it provides an observation of practice and development of core curriculum courses specific thresholds; open is so that we can review the lack of , and further committed to the idea of a better world in the way of liberal programs.