公立國中教師雙語教育運作狀況之研究
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2022
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「2030雙語國家政策發展藍圖」，是以「提升國家競爭力」、「厚植國人英語力」為兩大目標。自該藍圖頒布後，全面提升國民的英語能力，成為眾所矚目的焦點，「雙語教育」一詞則為教育帶來新的氣象。對於某些私立學校而言，雙語教育並非前所未見，然而，對於公立學校來講，雙語教育為教育現場帶來全新的面貌。一改以往只以「中文」授課的教學型態，雙語教育為教學現場帶來許多挑戰，但我國雙語教育的相關文獻資料甚是缺乏，在尚未建立出專屬於我國的雙語教育之前，值得引起教育界之關注與研究。本研究採用質性研究法，針對台北市以及新北市公立國中學校，雙語運作狀況之調查，瞭解雙語教師的教學專業以及教學技巧，並探討其運作困難以及因應對策，最後針對國中雙語教育的運作現況，以期提供相關建議，將有助於我國雙語教育之發展方向。根據本研究之結果，可歸納出以下結論：
一、國中雙語教育的實施科目現以藝能學科為主，主要考試學科為輔。
二、國中雙語教師需具備專業的學科內容知識，設計有趣的雙語課程，以及學習
各種教學技巧，有助於提升學生的學習成效。
三、國中雙語教師遭遇的困境多為缺乏雙語教材與資源、需花費大量備課時數且
教學誘因不足。
關鍵字：雙語教育、雙語教學模式、雙語教師之專業能力
The “2030 Bilingual National Policy Development Blueprint” has two major goals: “Enhancing the Country’s Competitiveness” and “Strengthening the English Ability of People”. Since the announcement of the blueprint, it has become the focus of public attention to comprehensively improve the English ability of people, and the term “Bilingual Education” also brings a new face to education. For some private schools, bilingual education is not unprecedented, however, for public schools, it brings a whole new face. Bilingual education has brought many challenges to schools so far, but there are studies shortages of it nowadays. Therefore, it is worth raising educational concerns and doing studies until we have our own bilingual education mode. This study adopts qualitative method to investigate the bilingual operation status of public junior high schools in Taipei City and New Taipei City. We will realize the teaching profession and teaching skills of bilingual teachers, discuss their operational difficulties and countermeasures, and finally provide relevant suggestions, which might be helpful for the development of Taiwanese bilingual education.According to the study, the conclusions are shown as follows: 1. The implementation subjects of bilingual education are mainly in the arts subjects, such as Music, not the exam subjects, such as Social Studies. 2. Bilingual teachers should have professional knowledge of the subject content, design interesting bilingual courses, and learn several teaching skills to help improve students’ learning effectiveness. 3. Most of the difficulties encountered by bilingual teachers are the lack of bilingual teaching materials and resources, the need to spend much time on lesson preparation, and insufficient teaching incentives.keywords: bilingual education; bilingual teaching mode; professional competence of bilingual teachers
The “2030 Bilingual National Policy Development Blueprint” has two major goals: “Enhancing the Country’s Competitiveness” and “Strengthening the English Ability of People”. Since the announcement of the blueprint, it has become the focus of public attention to comprehensively improve the English ability of people, and the term “Bilingual Education” also brings a new face to education. For some private schools, bilingual education is not unprecedented, however, for public schools, it brings a whole new face. Bilingual education has brought many challenges to schools so far, but there are studies shortages of it nowadays. Therefore, it is worth raising educational concerns and doing studies until we have our own bilingual education mode. This study adopts qualitative method to investigate the bilingual operation status of public junior high schools in Taipei City and New Taipei City. We will realize the teaching profession and teaching skills of bilingual teachers, discuss their operational difficulties and countermeasures, and finally provide relevant suggestions, which might be helpful for the development of Taiwanese bilingual education.According to the study, the conclusions are shown as follows: 1. The implementation subjects of bilingual education are mainly in the arts subjects, such as Music, not the exam subjects, such as Social Studies. 2. Bilingual teachers should have professional knowledge of the subject content, design interesting bilingual courses, and learn several teaching skills to help improve students’ learning effectiveness. 3. Most of the difficulties encountered by bilingual teachers are the lack of bilingual teaching materials and resources, the need to spend much time on lesson preparation, and insufficient teaching incentives.keywords: bilingual education; bilingual teaching mode; professional competence of bilingual teachers
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雙語教育, 雙語教學模式, 雙語教師之專業能力, bilingual education, bilingual teaching mode, professional competence of bilingual teachers