「三一教學」策略融入原住民族語教學之研究-以桃園市高中體育班學生為例

Abstract

「三一教學」策略融入原住民族語教學之研究 -以桃園市高中體育班學生為例 中文摘要 本研究採取質性的行動研究，以桃園市12位高中體育班阿美族學生為主要研究參與者，透過「三一教學」即結合合作學習、協同教學以及同儕師徒制的教學策略融入原住民族語教學，並設計多元文化族語課程加以實施。 研究旨在透過行動研究取向之課程設計與教學實踐，採取訪談、觀察、調查、文件分析等資料蒐集方法，從課程建構與教學實施、教學策略、學生學習成效和族語教師專業成長四個層面，探究「三一教學」策略融入原住民族語教學的影響與實施。 研究結果如下：一、以協同教學、合作學習及同儕師徒制為教學策略，建構有助於原住民族語課程之教學模式。二、以「三一教學」教學策略，能提升學生學習動機與成效，並促進師生間正向的溝通與互動。三、多元文化課程可提升學生族語意識，培養同理尊重的態度，以及展現族群關懷的行動。四、實踐族語教學的教育行動可提升族語教師多元文化教育知能與信念。

“Trinity Way Teaching” Strategy Integrates into Amis Native Language Teaching: Study in senior high school sports classes in Taoyuan city. Abstract

This is an action research with total of 12 students who study in senior high school sports classes in Taoyuan city. Researchers design and implement the multicultural aboriginal curriculum by means of, Trinity Way Teaching method, i.e-, the combination of cooperative learning team teaching, and peer mentoring. The purpose of the study is to discuss the effects of Taiwanese aboriginal language teaching with Trinity Way Teaching method, using interviews, observations, survey, and data analysis in 4 dimensions: curriculum construction and teaching implementation, teaching stratege, outcomes of student learning and professional growth of teachers. The results are as follows: 1. Constructing a helpful model of Taiwanese aboriginal language teaching with team teaching, cooperative learning, and peer mentoring. 2. Trinity Way Teaching method can increase students’ learning motivation and effects and strenghen positive communication and interactions between teachers and students. 3. Multicultural curriculum can promote ethnic consciousness, cultivate empathy and esteem, and show ethnic concern. 4. Actions of Taiwanese aboriginal language teaching can promote multicultural teaching skills and belief of aboriginal language teachers.