本研究旨在建構國民中學教育國際化指標。首先藉由文獻探討初擬指標架構，並以桃園縣政府教育處行政人員、桃園縣國民中學校長、主任、教師及學生家長為研究對象，透過問卷蒐集政策利害關係人之意見，共發出10份專家問卷及30份正式問卷。根據正式問卷填答結果，採用「模糊德菲術」（fuzzy Delphi method）為資料分析方法，計算各構面及指標之三角模糊數（triangular fuzzy number），再將其反模糊化（defuzzification），求得各構面及指標之效用總值，自訂門檻值為0.5，篩選出8項構面及38項指標，並以歸一化方式確立各構面及指標權重。各構面之權重由高至低依序為組織與規劃（13.7%）、課程與教學（12.5%）、願景與領導（12.4%)、經費與資源（12.4%）、教師素質（12.4%）、環境與設施（12.3%）、交流與合作(12.2%)以及學生素質（12.1%）。最後根據此指標架構對主管教育機關、學校及未來研究提出建議。 / This research aims for constructing the indicators for internationalization of education in junior high schools. After literature review, this research proposes the draft structure of indicators. The object of research is the administrators in Taoyuan educational administration and the headmasters, directors, teachers and parents in Taoyuan’s junior high schools. Through the questionnaires, it collects the suggestions of these people, and sent out 10 experts and 30 formal questionnaires in account. According to the result of the formal questionnaires, it takes “fuzzy Delphi method” as the method to analyze the data and to count the triangular fuzzy number of each aspect and indicator. Then it uses the method of “defuzzification” to get the total utility. Book threshold value 0.5, select 8 aspects and 38 indicators, and make sure the weight of each aspect and indicator by normalization. The construct weight of aspects from high to low are “organize and plan”（13.7%）, “course and teaching” （12.5%）, “Vision and lead ” (12.4%), “the funds and resource”(12.4%), “teacher's quality” ( 12.4%), “the environment and facility” ( 12.3%) , “the exchange and cooperation ” (12.2%) ,and “student's quality” ( 12.1%) . Finally, it makes the suggestions to the schools, educational administration and the research in the future according to this indicator structure.

本研究旨在了解我國高級中學學生國際教育學習成效之全球公民資質力發展情形，其目的有四：（一）探討目前我國國際教育政策執行成效。（二）研究學生在國際教育政策執行後之學習成效。（三）分析不同背景學生在全球公民資質力上之差異。（四）探究目前國際教育推動四軌面向，影響學生在全球公民資質力之程度。 本研究採用問卷調查法，以103學年及104學年臺北市與高雄市申請SIEP計畫之高級中學計 17校，藉由研究者自編「我國高級中學學生國際教育學習成效之全球公民資質力調查問卷」進行調查，採立意取樣共發出1,200問卷，回收1,028份問卷，回收率86％，剔除無效問卷，有效問卷共計843份，有效率82％。調查所得資料以SPSS 22.0統計套裝軟體進行統計與分析，使用統計方法有描述性統計、單一樣本t檢定、獨立樣本t檢定、單因子變異數分析、Pearson積差相關與逐步多元迴歸分析，研究結論如下： 一、我國國際教育政策執行已有相當成效，然而在教師國際教育專業成長與全球公民適應力、競合力與反思力尚需加強。 二、學校參與國際教育計畫，提供國際時事相關訊息，鼓勵學生參加志工服務學習，融入社團關懷日，有助於提升學生全球公民資質力。 三、家長教育程度、學生出國經驗與第二外語能力對於學生全球公民資質力有顯著的影響。 四、臺北市與高雄市學生全球公民資質力並無顯著差異，顯示背景相似的學校在推動國際教育上，可達相同一定的水準。 五、加強教師國際專業知能與增加學校環境之外的國際教育推廣面向，以提升學生全球公民資質力。 根據以上研究結論，提出相關建議，俾提供對教育行政主管機關、學校與未來研究之參考。 / The purpose of this study is to understand the development of global citizenship as the effectiveness of senior high international education in Taiwan. The purpose of this study is as follows: (1) To explore the effectiveness of the international education policy in Taiwan. (2) To study the effectiveness of learning after the implementation of international education policy. (3) Analyze the differences in the quality of global citizenship for different backgrounds. (4) To explore the current international education to promote the four-track orientation that affects the scale of students’ global citizenship. In this study, the questionnaire survey was conducted in Taipei and Kaohsiung cities in the 103 academic year and 104 academic year. The survey was conducted by the researchers in the study of "International Education in High School Students' Learning Achievements." A total of 1,823 questionnaires were collected and the recovery rate was 86%. After the invalid questionnaires were removed, there were 843 questionnaires valid. The 82% of the survey results were analyzed by SPSS 22.0 statistical software. Using the statistical methods including descriptive statistics, one sample t test, independent sample t test,analysis of variance(one-way ANOVA), Pearson correlation and stepwise regression, the study has the following conclusions: 1.The implementation of international education policy in Taiwan has been quite effective, but teachers’ international professional knowledge, global citizenship adaptability, competition and reflection need to be strengthened. 2.The school participates in international education programs and provides related information about international affairs. It encourages students to take part in volunteering work and community care day, which helps to enhance students’ global citizenship. 3.The parents’ educational degree, the students’ experience of going abroad and the proficiency of the second language have significant impact on global citizenship. 4.There is no significant difference between students in Taipei or Kaohsiung in terms of global citizenship. The result indicates that schools that have similar backgrounds can reach the same level in promoting international education. 5.To enhance the student's global citizenship, we should strengthen teachers’ professional knowledge and extend the international education beyond the school district. Based on the above conclusions, relevant recommendations are made for the educational administration, for schools and for future research.

在21世紀的國際關係中，全球事務的複雜性提高，跨國民眾間的互動愈趨頻繁，以國家為中心的傳統外交思維逐漸出現轉變。各國的外交政策也更強調跨文化間的對話與互動，及建立跨國人際關係網絡的重要性。而公眾外交的作用即在於藉由影響他國民眾或菁英份子的認知與觀感，進而在目標國家內部形塑對本國有利的政策環境，遂成為各國政府制定對外政策時的重要工具，更是當前相當熱門的國際關係研究主題。近年來，我國政府也開始透過多樣化的途徑來推動公眾外交，希望提升國家形象以期能增加臺灣的國際能見度。其中，國際教育交流不僅能夠提供國際青年學子相互交往的機會，促使外籍學生以最直接的方式認識臺灣，甚至能建立他國民眾與我國的長期情感聯繫，被認為是最有效的推動途徑之一。在這樣的研究背景及政策環境基礎上，本文將以「臺灣獎學金計畫」作為研究主軸，並針對計畫受獎生進行問卷調查，進而評估政府獎學金計畫推動公眾外交的成效，同時也將釐清「臺灣獎學金計畫」在我國公眾外交上扮演何種角色。 總結而言，本研究首先經由詳盡地文獻回顧，以釐清公眾外交的發展脈絡及不同發展階段的概念核心。其次，本文嘗試賦予公眾外交更多在國際關係和外交政策中具體的理論基礎，並將軟實力、系統理論、結構主義的概念帶入公眾外交領域之中。再者，本文也從臺灣眾多的公眾外交作為中，歸納出其背後所欲追求的政策目標，而後聚焦於說明「臺灣獎學金計畫」，並致力於探討及評析國際間具知名度的政府獎學金計畫，從中歸納出成功推行政府獎學金計畫的關鍵因素，進而與我國獎學金計畫進行比較。最後，本文藉由問卷調查的實證結果來說明我國以政府獎學金推動公眾外交的成效，並提供臺灣日後發展公眾外交的建議。 / International relations in 21st Century has shown the features of highly complexity of global affairs and frequently interaction among cross-borders people; therefore, traditional diplomacy has changed into modern face accordingly. Nowadays, the governments tend to emphasize the dialogues and linkages of relationship between different cultures in foreign policy. The purpose of public diplomacy is to influence opinion in target countries to make it easier for the government to achieve its aims. For this reasons, public diplomacy has become an essential element of many countries foreign policy and a popular research area in the IR studies. Taiwanese Government has implemented public diplomacy in various approaches in order to improve the Taiwan images on the world stages. Among all the approaches of public diplomacy, international educational exchanges can not only let international students experience Taiwan in person, but also facilitate inter-cultural communication and build the long-lasting relationships between Taiwan. Based on the above-mentioned reasons, this article takes the Taiwan Scholarship Program as a study case in order to analyze of the role of the program in Taiwan’s public diplomacy. This study empirically investigates the outcomes of the Taiwan Scholarship Program by conducting the questionnaire for the Taiwan Scholarship grantees, who are studying in Taiwan during 2011-2012. To sum up, this article manages to extensively retrospect the development of public diplomacy in the international relations and capture the core elements of public diplomacy under different ages. Besides, in order to provide theoretical bases for public diplomacy, the article tries to put soft power, systemic theory, and structuralism into discussions. Furthermore, the study dedicates to illustrate its policy goals from the practices of Taiwan’s public diplomacy and compare the Taiwan Scholarship Program with other prestigious government scholarship in world as well. Finally, the study indicates that the Taiwan Scholarship Program plays an important role in Taiwan’s public diplomacy, particularly because face-to face contact between grantees and Taiwanese people helps diminish the stereotypes and increase the mutual understanding.