In the context of the "Belt and Road" initiative and the ongoing efforts to internationalize Chinese culture, there is a pressing need for talents who can articulate China's perspectives, narrate its narratives, and engage in global governance. Such professionals must possess global competence, a critical skill that should be nurtured when one is in his youth. Given Shanghai's status as an international metropolis and the superior performance of its middle school students on the PISA assessments, this study selects Shanghai middle school students to evaluate their global competencies, examine the factors that influence the competencies, and explore the relevant development path. Building upon a comprehensive literature review, the researcher explored the connotation and constituent elements of global competence with distinctive Chinese students' characteristics. This includes four dimensions: the ability of cognitive analysis, international understanding, cross-cultural communication, and reflective action. Each dimension encompasses the foundational requirements of knowledge, skills, and values. Using a mixed-methods research design, the researcher collected data through questionnaires, interviews, and documentary materials and analyzed them using SPSS 26.0 etc. The study made a survey on 346 middle school students, interviewed 17 middle school students and 3 university teachers participating in the middle school curriculum reform, and reviewed relevant syllabi, etc. The results showed that (1) the average global competence level of middle school students is 4.19, with a standard deviation of 0.64, where the score for international understanding is relatively high (Mean=4.49), and the score for the ability of cognitive analysis is comparatively low (Mean=3.94). Grade, international experience, years of foreign language learning, time spent studying foreign languages outside of school hours, and the number of foreign languages studied correlate to some extent with the dimensions of global competence. There is still room for improvement in the students' national and regional knowledge, using foreign languages to tell Chinese stories, and cross-cultural communication on sustainable development issues, such as climate change. (2) In terms of the factors influencing middle school students' global competence, they can be divided into individual and other factors. Among individual factors, grade and international experience have a relatively significant impact, and respondents generally agree that time spent studying foreign languages outside of school hours affect global competence. Other factors mainly include family, peers, teaching, and school. (3) Regarding the development path of middle school students' global competence, based on the study of a middle school integrated English curriculum reform oriented towards global competence, the following rules should be followed from the perspective of teaching practice: clarifying the goals of global competence development, building a high school-middle school teaching research community; focusing on personalized needs, expanding multi-modal interdisciplinary thematic content; optimizing teaching design, innovating online and offline teaching modes; and adhering to dynamic multidimensional assessment, and to the project-based output orientation. In addition, based on this, the researcher attempted to construct a framework of the development path for middle school students' global competence, hoping to provide a reference for similar studies. Despite the researcher' considerable time and effort, this study encounters limitations in sample selection and methodological approaches. Future research is planned to broaden the sample size and incorporate diverse methodologies such as classroom observations and narrative inquiries to deepen the exploration of global competence development among middle school students. Key words: Shanghai middle school students; global competence; status quo; influencing factors; development path

在建設“一帶一路”，推動中華文化“走出去”的背景下，國家和社會發展亟需能夠表達中國立場，講好中國故事，參與全球治理的人才，而全球勝任力為此類人才的必備素質之一，且有必要從青少年時期就開始發展。鑒於上海為國際化城市，且上海市中學生在PISA考試中表現突出。本研究以上海市中學生為樣本，就其全球勝任力的現状、影響因素與發展路徑進行研究。 在文獻綜述的基礎上，研究者探索了具有中國特色的全球勝任力內涵及其構成要素，即包括認知分析力、國際理解力、跨文化交際力、反思行動力這四個維度，且每個維度都涵蓋知識、技能和價值觀。 基於混合式研究設計，研究者通過問卷、訪談和文件資料等收集數據並運用SPSS 26.0等進行分析。問卷調查了346位中學生，訪談了17位中學生和3位參與中學課程改革的高校教師，同時梳理了相關教案等檔資料，結果發現(1)就中學生全球勝任力水準而言，均分為4.19，標準差為0.64，其中國際理解力得分(Mean=4.49)較高，認知分析力的得分相對較低(Mean=3.94)。年級、出國(出境)經歷、外語學習年限、課餘學習外語時間和外語學習數量與全球勝任力各維度之間存在一定程度的相關性。學生在國家與區域知識，用外語講述中國故事，就可持續發展議題，如氣候變化等進行跨文化交際時仍有不足。(2)就中學生全球勝任力影響因素而言，可分為個體與他者因素，其中個體因素中，年級和出國(出境)經歷對全球勝任力具有比較顯著的影響，此外參與研究的各持份者比較認同課餘學習外語時間對全球勝任力有影響。他者因素主要包括家庭、同伴、教學、學校等。(3)就中學生全球勝任力發展路徑而言，基於對某中學全球勝任力導向中學英語融合式課程改革的研究，從教學實踐出發，需遵循以下路徑，即明確全球勝任力目標，建構高校-中學教研共同體;關注個性化需求，拓展多模態跨學科主題內容;優化教學設計，創新線上線下教學模式;立體動態評價，堅持專案式產出導向。同時在此基礎上，研究者嘗試建構了一個中學生全球勝任力發展路徑圖，期望對同類研究有借鑒價值。 關鍵字:上海市中學生;全球勝任力;現状;影響因素;發展路徑