我國自2011年推動國際教育白皮書至今已屆十年，研究多關注在國際教育為學校本位課程之實施成效，然而卻不易彰顯以學生為主體的學習觀點。本文運用民族誌研究法，至一所通過國際學校獎認證的臺北市公立國小，藉由長期參與觀察、深度訪談和文件蒐集等資料進行探究，研究欲瞭解國小學生對於國際教育的課程觀與看法，進而分析影響國小學生對於國際教育觀點的因素，最後歸納研究結果，提出學校發展國際教育的具體建議與省思。本文發現小學生認為學習國際教育有助於國際觀察和文化理解，並能展現自我、覺察不足；小學生對於國際教育課程的分類會界定在「有教科書的學科」和「沒有教科書的活動」兩種範疇；小學生認為國際教育可以是「融入在各科當中」，也可以「獨立出來學習」，或是「不需要特別學習」；小學生對於國際教育課程的詮釋，他們會直接「將國際教育界定在需要實際接觸跟交流的部分」；最後，影響小學生對於國際教育觀點的因素，則受限於教科書編排的取向、個人的生活經驗及教師的教學模式。

It has been ten years since Taiwan government promoted the White Paper on International Education for Primary and Secondary Schools in 2011. Researches have focused on the effectiveness of the implementation of international education as school-based curriculum, but rarely demonstrate the student-oriented learning perspective. This study applies the method of ethnographic research to go to a Taipei Municipal Elementary School certified by International School Award, and explores through long-term observation, in-depth interviews, and document collection. The research aims to understand elementary school students’ perspective and opinions on the curriculum of international education, and then analyzes the factors that affect elementary school students’ views on international education, and finally summarizes the conclusion of the research, and proposes specific suggestions and reflections on the development of international education in schools. The findings are as follows: Primary school students believe studying international education is helpful for international observation and cultural understanding, and can express themselves and aware weakness; primary school students’ classification of international education courses will be defined in two categories: "textbook-based subjects" and "no textbook activities"; primary school students believe that international education can be "integrated into each subject", "learning independently", or "no need to learn"; primary school students will directly "define international education in the need for practical contact and communication." Finally, the factors that affect elementary school students’ views on international education are limited by the orientation of textbook content, personal life experience and teachers’ teaching mode.