面對全球化的挑戰，培養大學生的國際能力已成為高等教育的重要任務之一。在大學裡，通識教育課程傳遞人文精神的價值，以及有別於專業科目的跨領域課程設計，使得通識教育在培養學生具有多元思考以及國際／文化能力上有著先天的條件。本文主要目的在探討學生在通識課程國際化修課過程的學習知覺，透過焦點訪談，發現學生對於國際化融入教學的課程設計感到很新鮮且多樣化，一門通識課程融入許多國際教材與元素所帶給學生的國際學習與意義，也超越了學生對於通識課程的想像，不僅拓展了學生的國際視野，透過自身的反思也改變了他們對其他文化的刻板印象；而學生們認為有效的國際化課程教學方式包括親身體驗不同的文化、上網查詢國外資料及新聞、觀看外國影片、聆聽外籍人士演講等等。從本文的研究結果，期望可以看到更多課程國際化推行的可能，亦可提供教師施行課程國際化教學的參考。 One vital task of higher education is to enhance students’ international perspectives and competence in a globalized society. The curriculum design of general education in university delivers not only the humanistic spirit but the interdisciplinary features. Therefore, general education courses have better conditions to cultivate students’ pluralistic thinking and international/ intercultural competence than the professional courses do. In this study we used focus group method to explore students’ perceptions of learning in the internationalized curriculum of general education. The data revealed that the course infused with internationalized view can make students feel novel and diverse and bring students meaningful learning experiences that are beyond their imagination before course. In addition, the learning experiences broadened students’ horizons and changed their stereotypes about other cultures as well. Finally, students suggested the effective teaching strategies of curriculum internationalization included using the internet to assess foreign information and news, watching foreign films and listening to foreign speaker’s speech. In summary, the findings of this study can promote the possibility of implementing curriculum internationalization and also provide teachers a reference to the implementation of curriculum internationalization.
