本文首先從剖析全球化之概念著手，進而從全球化觀點解析各國（台灣、美國、中國大陸、澳洲）社會學習領域之主題軸或教材內容，以探索全球化勢力衝擊下社會學習領域之趨勢，並從認識論基礎、經濟、政治、文化層面剖析其意義。文末針對全球化引發之種種危機試圖為教育尋找出口。
全球化在認識論時空基礎之特徵包括時空壓縮、流動空間與時間資本；經濟全球化的特徵包括世界貿易與製造型態的轉變、國際勞工與貧富差距、組織文化再造與政府經濟干預；政治全球化的特徵包括政治國際化、國際政治關係的雙成弔詭現象、超國家組織與國際組織；文化全球化的特徵包括宗教信仰、種族認同、消費文化、傳播溝通與生活型態的同質性與差異化。全球化影響下社會學習領域之趨勢，包括強調空間之關聯性以及時間的彈性利用、折衝全球話語區域化之衝突、為後工業與後福特社會作準備、新型態的階級複製、以經濟利益為核心、心認同與公民訓練、同質與異質並行的文化生活型態、全球資訊網路的建立。
文末針對全球化引發之種種危機，以「現代性之反省」試圖為教育尋找出口，並以反省批判力之培育、公民訓練與準備、世界觀與文化包容態度，為全球話下世界公民所需具備之價值態度。

The purpose of this study is to clarify the concept of globalization and analyze social study curriculum from globalization perspective. The social study curricula of Taiwan, United States, Mainland China and Australia are explored to describe the impact of globalization. The influence of globalization is clarified from the epistemological, economic, political and cultural perspectives.
The characteristics of epistemology of globalization include the “space of flow” and the “time capital”. The characteristics of economic globalization include the transformation of world trade and production, international labor, gap between rich and poor, reorganized the organization culture and the government intervention. The characteristics of political globalization include the internationalized of political exchange, the dilemma of international political relationship, and supranational and international organizations. The characteristics of cultural globalization include the homogeneity and differentiation of religion, ethnic identity, consumption culture, media and life styles.
The trends of social study curriculum under the influence of globalization include the emphasis of spatial connection and time capital, the equilibrium between globalization and localization, preparation for the life of Post-Ford and Post-Industry society, the reproduction of new class, the economic interest, the identity and civic training, the new life style and the global information network.
Challenges emerged from globalization include the dilemma between globalization and localization, the misleading of economic interests and the dissolve of cultural boundary. According to the above, this paper suggested developing students’ reflexive and critical thinking, citizenship and multicultural value to face the challenge of globalization.