为应对全球化潮流，联合国教科文组织于1974年通过了《关于促进国际理解、合作与和平的教育，以及关于人权与基本自由的教育的建议书》，标志着全球化教育概念的产生。在这之后，联合国提出“可持续发展教育”理念，补充和发展了全球化教育的内涵。在这一背景下，德国制定了《全球化发展学习指导框架》。该框架从学生全球化发展能力培养、教师培养和学校环境三个角度，系统介绍了德国全球化发展教育的内容和具体要求。该框架颁布之后，在德国各联邦州得到积极落实，德国全球化发展教育取得了实质性进展。

本文采用文献研究法和个案研究法，重点对德国《全球化发展学习指导框架》的制定背景、框架内容和能力取向进行研究。并以巴伐利亚州的实践为例，分析该框架的落实情况以及在落实中出现的挑战和问题。研究发现，《全球化发展学习指导框架》主要内容是依据学段和学科的不同，制定相应的全球化发展学习能力标准。该框架包括21个全球化发展学习主题范围和11个核心能力，实施对象包括学生、教师和学校三个维度。巴伐利亚州在落实该框架的过程中，主要采用了引入能力标准和制定学习主题两种实践方式，落实较有成效。但是该框架也面临着可使用性不强、脱离现实实际、跨学科学习标准模糊的批判。

总体来看，《全球化发展学习指导框架》呈现出较为明显的能力导向、体系化导向、国际化导向和重视合作的特征，整体落实较有成效。但其体系、实践和结果评估中也存在一些问题。鉴于德国《全球化发展学习指导框架》的相关经验，我国开展基础教育国际化工作需要：加强基础教育国际化课程和能力体系构建；加强教师国际化能力培养；加强学校国际化环境建设；充分发挥社会参与力量。

In response to the trend of globalization, UNESCO adopted a “Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms”in 1974, which marked the emergence of the concept of global learning. After that, the United Nations put forward the concept of "education for sustainable development", which complements and develops the connotation of global education. In this context, Germany developed “Curriculum Framework of Education for Global Development”. This framework systematically introduces the content and specific requirements of German education for global development from three perspectives of student ability development, teacher training and school environment. Since the promulgation of the framework, it has been actively implemented in the federal states of Germany, and substantial progress has been made in the education of global development in Germany.

This paper adopts the method of literature research and the method of case study, focusing on the background, content and ability orientation of the “Curriculum Framework of Education for Global Development”. Taking the practice of Bavaria as an example, the paper analyzes the implementation of the framework as well as the challenges and problems in the implementation. It is found that the main content of the “Curriculum Framework of Education for Global Development” is to develop corresponding competencies standards of Global Development Education according to the different academic segments and disciplines. The framework includes 21  thematic areas and 11 core competencies. The implementation targets include students, teachers and schools. In the process of implementing the framework, Bavaria mainly adopts two practical methods: introducing competency standards and formulating learning themes, which are more effective. However, the framework is also faced with the criticism of weak usability, unrealistic practice and vague standards of interdisciplinary learning.On the whole, the “Curriculum Framework of Education for Global Development” shows obvious characteristics of competence orientation, systematization orientation, internationalization orientation and emphasis on cooperation, and its overall implementation is more effective. However, there are some problems in its system, practice and results evaluation. In view of the relevant experience of Germany's “Curriculum Framework of Education for Global Development”, China's Internationalization of Basic Education needs: Strengthening the construction of international curriculum system and capability system of basic education; Strengthening the cultivation of teachers' international ability; Strengthening the international environment construction of the school; Giving full play to social participation.