國際關係研究學者藉由流行文化媒介的「視覺再呈現」（visual representation)建構其所認知的國際關係「眞實世界」，尤其流行文化 媒介的視覺效果及便利性，使學者嘗試以流行電影作爲研究文本與教 學工具，藉由視覺化（visualization)再呈現（represent)國際關係的 「虛擬世界」（virtual world)，藉以減少理論抽象或缺乏共同經驗的限 制，展現出不同的研究與教學方式。本文主旨在嘗試探索國際關係學 者以流行電影作爲國際關係「眞實世界」與「虛擬世界」之間的通道， 建構出國際關係的「虛擬眞實世界」（virtually real world)，以協助國 際關係理論的研究與教學。首先，探討國際關係學者如何連結流行文 化（電影）與國際關係的相互關聯性，即是流行文化怎會與國際關係 有所關聯。第二，探索國際關係學者提出運用流行文化（電影）的哲 學基礎，也就是國際關係「眞實世界」與流行文化「虛擬世界」之間 的連結。第三，探索國際關係學者如何以流行電影建構國際關係的「虛 擬眞實世界」，即是再呈現國際關係議題與理論所建構的世界。第四及 第五，分別探討國際關係學者運用電影作爲教學工具及其優缺點。第 六，探討國內國際關係學者此議題的觀點及現狀，即是有無學者運用， 如何運用，有無提出深層的哲學觀點等等。最後，以後設理論分析的 觀點，批判性分析「電影國際關係學」的發展方向及關切議題。

International relations scholars constructed a cognitive portray of the real international relations through popular culture. Because of the visual effects and easy access of popular culture modern scholars have tried to use popular movies as research texts and teaching tools so to provide a visualization of the virtual reality of international relations. This can reduce the barriers imposed by abstract theories and missing common experiences, and to present a new and different way of research and teaching. This article aims at exploring how scholars of international relations use popular movies as the channels between the real international world and the cognitively-constructed virtual world, and this virtual reality of international relations is then utilized to complement the research and teaching of international relations. Firstly, this article aims to explore the relationship between popular cultures (movies) and international relations. Secondly, it will explore the philosophical foundations of this interconnection between the real international world and the virtual world in popular culture. Thirdly, it will explore how scholars re-construct the world depicted by international relation theories with the virtual world in popular culture. Fourthly and fifthly, this article will explore, respectively, how popular movies are used as teaching tools and the pros and cons. Sixthly, it will explore Taiwanese IR scholars’ views on cinematic IR and current application of this in Taiwanese classrooms. Lastly, from metatheoretical perspective, this paper will critically map out some future directions.