| 摘要 | （中文摘要） 本研究旨在發展國小以概念為本的國際教育課程，研究者與臺北市一所小學合作，進行為期一年的協同行動研究，奠基於該校原有之學校本位國際教育課程，轉化概念為本的國際教育課程以達深化學習之目的。本研究藉由觀察、訪談及文件分析等方法，分析學校教師社群的協作與概念為本國際教育課程的發展歷程，同時檢視現場教師在概念為本課程發展歷程中面臨之困境，並提供可能的解決策略。研究結果發現概念為本的設計完備教師課程設計中探究階段的思考，幫助國際教育課程跳脫各國事實性知識的介紹，並以概念統整課程形成概念性思考，使學習可在全球脈絡中移動、對話並探究。研究說明協同行動研究的協作歷程如何幫助學校進行概念為本的課程轉化，提供臺灣國小概念為本國際教育課程發展之參考。 （英文摘要） This study developed a concept-based international education curriculum for elementary schools. We collaborated with an elementary school in Taipei City to conduct a year-long collaborative action research-based study. Building upon the school’s existing international education curriculum, this study transformed it into a concept-based curriculum to facilitate deep learning. Through participant observation, interview, and documentary analysis methodologies, this study analyzed the collaboration between members of the school’s teaching community and the process of developing the concept-based international education curriculum. It also examined the challenges faced by teachers in the process of developing the concept-based curriculum and provided possible solutions. The findings revealed that the design of the concept-based curriculum facilitated teachers’ conceptual thinking during the inquiry stage of curriculum development, enabling international education to move beyond the presentation of facts about various countries. The curriculum fostered conceptual thinking, allowing learning to take place in a global context through dialogue and inquiry. The study demonstrates how the collaborative process in action research can help schools transform their curriculum into a concept-based one.
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