國際文憑（IB）課程自1968年開展以來，在2012到2017短短五年間，在全球成長了39.3%。在全球化和數位化的21世紀，IB課程逆勢成長為一套愈來愈多學校採行的課程。IB課程的「學習者意象」及課程精神與架構，與臺灣實施的十二年國教新課綱強調「核心素養」課程發展主軸，都認同教育應體現全人教育的精神，並謀求個體與群體更美好的生活。本文先從探討IB課程的關鍵內涵開始，接續描述國際文憑學校在亞洲的發展現況，並闡述臺灣實施IB課程的現況，最後提出IB課程對臺灣新課綱的啟示。「他山之石可以攻錯」，臺灣的新課綱及其強調的素養導向課程設計，或許可以借鏡IB課程得到新解或省思，甚至串接國際的學習與發展。 Since the first International Baccalaureate (IB) Programme was established in 1968, it has developed considerably till now. Between 2012 and 2017, the schools implementing IB programmes grew 39.3% worldwide. In an era when globalization and digitalization dominating the 21st century, IB programmes are not eliminated by time; instead, they have been adopted by more and more schools. IB’s Learner Profile and its mission correspond to Taiwan’s 12-Year Basic Education Curricular in a lot of ways, such as holistic education and the cultivation of competencies. This article starts with discussing the essence of IB programmes, then continues to describe the development of IB schools in Asia and the current IB schools in Taiwan, and finally proposes some inspiration for Taiwan’s new curricular from IB programmes. “There are other hills whose stones are good for working jade.” Taiwan’s new curricular and its competency-oriented course design may find inspiration from IB programmes, thus connecting to international mindedness and development.