國際文憑高中預科課程(IBDP)與108課綱和國際化教育發展之探究――以一所公立高中為例

International Baccalaureate Diploma Programme (IBDP) in Alignment with Taiwan’s 108 Curriculum and the Globalization of Education: A Case Study of a Public IBDP High School in Taiwan

教育部致力於推動108課綱，並於2020年發布「中小學國際教育白皮書2.0」，將「接軌國際、鏈結全球」視為未來願景；行政院頒布了「2030雙語國家政策發展藍圖」，強調培養國人英語力為目標。這些政策的制定積極響應教育國際化的需求，中小學國際教育白皮書2.0的理念與108課綱核心素養以及IB國際文憑學程，引起國內教師對國際教育及IB課程的關注。
本研究以臺灣一所公立高中IBDP學校（桃園市市立大園國際高中）為個案，透過文獻與文件分析、半結構式訪談，探討該校提供國際文憑課程前後的經驗變化，以探討國際文憑課程在公立高中與108新課綱之推動以及國際教育發展之關聯。
研究發現，該校在IBDP課程的實施過程中，組織氛圍以及校內行政和教師更符合108課綱和教育部對學校與未來教師圖像的期待，教師們在實施IB國際課程同時，更深刻理解新課綱對教師角色轉換和教學方法應用技巧的影響。

Taiwan’s Ministry of Education has actively advocated for the 108 Curriculum, culminating in the release of the“White Paper 2.0 on In¬ternational Education for Primary & Secondary Schools”(IE2.0) in 2020. Simultaneously, the Executive Yuan introduced“Bilingual 2030”to en¬hance national competitiveness, emphasizing English proficiency. These policies respond proactively to the global demand for educational inter¬nationalization, prompting corresponding institutional adjustments. The principles of IE2.0, the core competencies of the 108 Curriculum, and the educational approach of the International Baccalaureate Programme (IB) have captured the attention of domestic educators, fostering an interest in international education and the IB curriculum.
This research centers on Dayuan International Senior High School in Taoyuan, a Taiwanese public high school offering the International Baccalaureate Diploma Programme (IBDP). Utilizing literature and doc¬ument analysis alongside semi-structured interviews, the study explores experiential changes pre and post-implementation of the IBDP, seeking to understand the interconnected dynamics of the IB programme’s develop¬ment in public high schools, the promotion of the 108 curriculum, and the advancement of international education.
The findings indicate that, throughout the IBDP implementation at the school, the organizational atmosphere and the adaptation of school administrators and teachers more closely align with the 108 Curriculum and the Ministry of Education’s envisioned teacher image. Educators, in implementing the IB curriculum, demonstrate a heightened understand¬ing of the impact of the 108 new curriculum on the evolution of their roles and the application of teaching methods.