國民小學教師實施雙語教學模式研究－以桃園市一所國小為例

Abstract

本研究主軸為探討國民小學雙語教師執行雙語教學的教學模式、雙語教學建構歷程以及雙語教學教師所遇到的困難，本研究為質性研究，並以個案研究為本研究之研究方法，探討國民小學雙語教師的雙語教學模式。研究對象為桃園市一所執行雙語教學之國民小學，針對個案學校校內五位執行雙語教學之教師進行三次焦點團體訪談，分析個案學校校內教師對於雙語教學的理解、雙語教學模式、推行雙語教學近四年間的歷程與困難之處，研究結果發現：一、雙語教學模式界線模糊，個案學校以學生習得學習目標為主、彈性的中英文使用比例、搭配多模態的運用進行教學。二、雙語教學建構歷程包含雙語課程編製及後續持續修正，並讓授課教師彈性呈現。三、雙語教學建構歷程中需組織共備團體，支持教師發展與交流。四、雙語教學面對的挑戰可歸納為：雙語節數增加過快造成負擔、英文老師無法取代學科教師進行教學、校園雙語情境營造不易、雙語教學需要行政端與教師端有足夠的互信與溝通。最後，根據針對個案學校之研究結果進行討論，提出對於未來雙語教學的省思與實務建議，以作為國民小學推動雙語教學之參考。The purpose of this study is to investigate the teaching model of bilingual teachers in elementary schools, the construction process of bilingual education, and the challenges bilingual teachers face. This study has adopted a qualitative research approach and employed case study analysis to investigate the bilingual teaching model of elementary school bilingual teachers.The study selected an elementary school in Taoyuan City that conducts bilingual education. Five teachers who have adopted teaching at the case school were interviewed in three focus groups to examine their understanding of bilingual education, the bilingual teaching model, and the process and challenges of implementing bilingual education during the past four years. The research findings have indicated that:1. The borders of the model for bilingual education are blurred. Case school emphasizes the acquisition of learning objectives and the flexible usage of Chinese and English by students through the use of multi-modal instruction.2. The construction process of bilingual education involves the design of a bilingual curriculum and its subsequent ongoing revision, allowing teachers to present with flexibility.3. Organizing a professional learning community to promote the development and communication of teachers is required during the process of implementing bilingual education.4. The challenges of bilingual teaching can be characterized as follows: the rapid increasing sessions cause excessive workloads, English teachers cannot replace subject teachers, creating a bilingual environment on campus is difficult, and bilingual teaching requires adequate mutual trust and communication between the administrators and teachers.According to the case school's research findings, the research has concluded with reflections and practical ideas for future bilingual education that can be utilized as a guide for the promotion of bilingual education in elementary schools.