本研究採行動研究法，將國際教育、專案式學習、資訊與通訊科技融入國中二年級英語教學，以了解此教學模式發展歷程及其對學生全球觀與探究力培養之情形。採觀察、訪談、文件等方法蒐集資料，並以「全球觀量表」測驗學生全球觀發展的情形。經兩階段共14週的課程實踐，研究結果發現：1.國際教育英語課程方案開創結合英語、國際教育與專題探究的教學模式；2.課程發展過程為改變師生角色與互動模式的歷程；3.課程方案培養學生的探究力；4.課程方案培養學生的全球觀，以及5.專案式學習提供大量英語運用機會。根據研究結果，針對國中階段國際教育推廣、政策制定、課程實施與教師專業發展等面向提出建議，並對後續研究提供方向。

The study adopts the action research methodology which integrates international education, project-based learning, and information and communication technology into the eighth grade junior high school English course to understand the development of students in the global mindedness. This study collects data using observations, interviews, documents, and the before-and-after test results with the Global Mindedness Scale. After a total of 14 weeks of practice in two stages, the results show: 1. The International Education English Program has created a teaching model that combines English, international education and project-based learning method; 2. The program development process is the process of changing the role and ways of interaction between teachers and students, 3. The program trains students the ability of exploration; 4. The program contributes to the student's global mindedness development, and 5. Project-based learning provides ample opportunities for English use for learners. According to the research results, suggestions for international education promotion, policy formulation, curriculum implementation and teacher professional development in the junior school stage are provided, along with the direction for future follow-up researches.