本研究採內容分析法，透過「全球教育概念類目表」分析我國國民中學各學 習領域教科書中全球教育概念，以102 年康軒版國民中學階段七大學習領域教科 書為研究對象，藉由分析教科書中單元名稱、分階段能力指標、教學目標、教學 活動與課文內容中全球教育概念數量分布情形以及該概念中不同類目之差異，繼 之，輔以他國全球教育相關研究、策略與課程方案進行文獻分析，以綜合統整我 國國民中學教科書各學習領域全球教育概念當前之趨勢。研究結果為：一、單元 名稱、分階段能力指標、教學目標、教學活動與課文內容之全球教育概念分布前 後較不一致；二、教科書全球教育概念類目分配不均，以多元文化和生態永續比 例占最高，整體缺乏人權正義相關議題；三、各學習領域之全球教育概念分配， 整體比重傾向社會學習領域，以數學學習領域比重最少。最後，建議後續研究可 考慮從教科書文本意涵之探究、教育相關人員之訪談等質性觀點切入，以及分析 小學與高中階段之教科書使其研究更臻完善。

The purpose of this study is to analyze the concepts of global education of junior high school textbooks in Taiwan. The subjects are all 48 textbooks of junior high school, published in 2013 by Kang Hsuan Educational Publishing Group. The study analyzes the distributions of global education concepts in each unit, each competence indicator of the Grade1-9 Curriculum Guidelines, teaching goals, teaching activities and texts. The study applies the document analysis and content analysis. The author uses the Categories of Global Education Concepts which based on global education related to analyze the textbooks. The major findings are as below: 1. The distributions of global education concepts of units, indicators of Grade1-9 Curriculum Guidelines, teaching goals, teaching activities and texts show inconsistency. 2. On the part of the categories of global education concepts, the textbooks emphasize on the multi-culture and ecological sustainability, lacking the categories on human rights and justice. 3. Within the seven learning areas, the Social Study Learning Area contents the most of global education concepts, while the Math Learning Area is contenting the lowest. Finally, the author offers the contents for further research. One is to analyze the text of textbook and by qualitative methods. Another is to interview the educators concerned. The other is to analyze textbooks in grade1 to 6 and grade 10 to 12.