2010 年臺灣頒布中小學國際教育白皮書，正式宣告國際教育融 入中小學的時代來臨，國際教育在學校如何實施，需要有更多的經驗 累積與參考案例。本研究進入一所小學，透過訪談、觀察與問卷，了 解其實踐國際教育實施的實踐歷程與結果。研究發現在實施方面善用 網路科技進行雙邊課程的國際交流教育較深入且具體可行；教師的專 業、熱情及問題解決能力，決定國際教育實施的品質。在國際教育課 程方面可採班級為主，社團為輔之運作模式；課程議題設定需要與正 式課程關聯，可提升其可行性，而文化課程議題較容易引發關注與討 論並以課程統整的方式規劃實施，有助國際視野的擴展。在實施結果 方面，課程導向之國際交流教育能廣開國際視野與心胸，但學生為主 體的交流歷程仍有待學習，而語言能力與視訊品質仍為障礙。

With the launching of the White Paper on International Education for Primary and Secondary Schools (2010), Taiwan officially announced the coming of the new era of integration of international education in primary and secondary schools. This paper studies the ways of implementing international education in schools. Here, a primary school was taken as the object of study. The process and results of practical international education are studied and analyzed through interview, observation and questionnaire. Followings are our findings: (1) International exchange education by means of internet is deeper, concrete and feasible. (2) Teachers’ professional training, passion and problem-solving ability would determine the implementation quality of international education. (3) International education curriculums can be operated mainly by class and partly by club as supplementary. (4) Curriculum issue settings need to be associated with formal curriculums, which will increase the feasibility. (5) Cultural curriculum issues more easily draw attention and discussion and be planned and implemented by curriculum integration, which will help expand international horizons. (6) In terms of implementation, the curriculum-oriented international exchange education can broaden international horizons and minds, but the student-based exchangWith the launching of the White Paper on International Education for Primary and Secondary Schools (2010), Taiwan officially announced the coming of the new era of integration of international education in primary and secondary schools. This paper studies the ways of implementing international education in schools. Here, a primary school was taken as the object of study. The process and results of practical international education are studied and analyzed through interview, observation and questionnaire. Followings are our findings: (1) International exchange education by means of internet is deeper, concrete and feasible. (2) Teachers’ professional training, passion and problem-solving ability would determine the implementation quality of international education. (3) International education curriculums can be operated mainly by class and partly by club as supplementary. (4) Curriculum issue settings need to be associated with formal curriculums, which will increase the feasibility. (5) Cultural curriculum issues more easily draw attention and discussion and be planned and implemented by curriculum integration, which will help expand international horizons. (6) In terms of implementation, the curriculum-oriented international exchange education can broaden international horizons and minds, but the student-based exchange processes still need to be further improved. (7) The ability of language ability and the quality of video are to be improved.