立基於半結構訪談法與文件分析法，本文以北區高中「全球移動力」與中區高中「翻轉國際理解」兩個校訂必修課程為例，分別從校訂必修的定位與國際教育觀點分析之。從校訂必修定位觀之，無論是素養導向、校本核心素養導向、學校本位、課程統整設計、有清楚學習內容與學習表現觀之，兩大課程致都符合，唯在學習內容與學習表現的呈現上較不具體。從國際教育觀點分析之，可發現「全球移動力」以全球議題為題，課程設計偏向於強化全球競爭力相關能力，「翻轉國際理解」則，以文化探究為題，課程設計偏向「全球公民素養」的提升，是兩種不同取向的國際教育課程。

This study aims to analyze two school-required courses from the perspectives of school-based curriculum development and international education, taking the required course of the “Global Mobility” in a senior high school in north area and the “Flip International Understanding” in a senior high school in middle area as examples. The research was conducted by semi-structured interviews and documentary analysis. Based on the school-based curriculum criteria, the two courses met the requirements of competence orientation competence-based curriculum, school-based competences, curriculum integration, and having clear learning contents and objectives. From the criteria of international education perspective, the “Global Mobility” emphasized more on competences of global competitiveness, and the “Flip International Understanding” focused more on global citizenship.