本文主要是探究大學的全球教育教學背景與重要性，以及國內外大學機構從事全球教 育的教學計畫和設計，希望提供大學從事全球教育教學之理論與實務的建議。由於現階段 國內外研究對於大學教育中全球教育課程與教學鮮少研究，因此，本研究首先分析大學從 事全球教育教學的背景與緣起，包括我國與國際因應全球化與世界村生活形態下大學教育 的反省與因應、高等教育能力與教學目標的逐漸轉向全球化的能力培養、美國前大學生階 段(pre-collegiate)的全球教育與國際研究、我國各年段全球教育研究的現況、世界高等教 育對於全球教育與全球素養的重視等。
其次，探究全球教育教學的重要性與內涵，包括提出美國教育在促進國際合作與發展 全球教育素養持續轉型的方向、全球教育的目標、從價値、目標與要素等層面剖析全球教 育、全球教育操作性綱要重點與應具備各層面的知識、比較「國際研究與全球教育」、「一 般教育」與「基礎教育」概念的差異以及大學全球教育教學的主要內涵。
第三、探究大學之全球教育教學重要性的研究，首先提到社區大學課程內容中全球化 脈絡下成人公民身份與課程取向，全球教育對於國家定位與國家意識深具重要性，建立屬 於自己本國的全球教育教學與內涵的必要性，高等教育對於國家智識的發展、國家、區域 與全球經濟的成長有巨大的影響，建構屬於臺灣本土的經驗的高等教育，有助於解決國家 意識與全球化意識的衝突。
第四、舉出大學全球教育教學案例，包括：美國一所大學課程的講授大綱與教學模組 發展、加拿大多倫多大學的全球教育國際研究方案與全球教育碩博士學位課程學程，並整 理加拿大多倫多大學全球教育理論與實務研究所教學大綱等、美國邁阿密的佛羅里達國際 大學-師資培育的全球向度教學、「美國學院與大學聯盟」2000年來的大學全球教育的推 廣計畫、臺灣臺中教育大學課程與教學研究所的「全球課程」內涵、臺灣淡江大學國民中 小學教師「全球教育」研習計畫等。最後，根據以上的研究結果提出大學從事全球教育教 學的省思與啓示。

This article mainly explored the teaching background and importance of ‘global education’ in the Universities, and discussed that the domestic and foreign universities and institutions engaged in global education, the teaching plan designed to provide global education in the University and teaching theory and practice of the proposals. However, there was little research on global education of university curriculum and teaching at this stage. Therefore, the author firstly studied on the teaching background and origins of global education in the world of education, including China and the international response to globalization and reflection and response to the global village under the University and higher education, the gradually shift of teaching ability to the goal of globalization of capacity-building, the former U.S. college students stage (pre-collegiate) of the Global Education and International Studies, and so on.
Secondly, the writer explored and the importance of education and teaching content of the world, including the United States restructuring in the direction of education in promoting international cooperation and development in global education standards, the goal of global education, values, goals and level of analysis, and other elements of global education, global education operation. And then, the researcher illustrated the differences of the concept of global education and teaching main content between “international research and global education”, “education” and “basic education.”
Thirdly, the study explored the importance of education and teaching of global studies in the Universities. The author firstly mentioned the community college curriculum in the context of globalization, adult citizenship and orientation courses, the global positioning of education in countries with national awareness of great importance, the establishment of their own nation of global education and teaching content, awareness and help to solve the country Globalization awareness of the conflict.
Fourthly, the University cited the Global Education case, including: an outline of the teaching of university courses and teaching modules, the University of Toronto in the United States, international research programs of Canada Global Education and global education doctorate courses in Toronto University, global education of curriculum Canada Toronto University, the United States International University in Miami, Florida, the postgraduate course of “global curriculum” in Taiwan National Tai-chung University of Education, “Global Education” program for primary and secondary school teachers of Taiwan Tamkang University, and other studies. Finally, the author provided reflection and inspiration of global education and teaching programs in the Universities.