國小綜合活動領域雙語教學實施之案例介紹與探討

A Case Introduction and Exploration of Implementing Bilingual Teaching in Integrated Activity Curriculum of Elementary Schools

繼2030 雙語政策，教育部於2018年始推動國民中小學部分領域課程實施雙語教學，以發展學生能運用英語學習領域知識，並同時培養其使用雙語學習與思考之習慣。此研究以綜合活動領域雙語教學為範圍進行相關文獻整理與分析，並以東部一市郊國小教師之雙語教學實施為案例，介紹與探討國小綜合活動領域雙語教學實施之目的及課程規劃。根據與案例教師訪談之分析結果發現：一、國小綜合活動領域採用雙語教學能提供學生語言與領域知識之學習統整、探索、及創新；二、國小綜合活動領域雙語教學需整合課室內外資源於正式及非正式課程之規劃實施。

Following the Bilingual 2030 policy in Taiwan, the Ministry of Education began to promote the implementation of bilingual teaching in some subject domains of elementary and secondary schools in 2018; the purposes were to develop students’ability to use English for learning domain-knowledge as well as cultivate their practice of bilingual learning and thinking. This research focused on bilingual teaching in“integrated activity curriculum”of elementary schools for literature review, and further included a teacher at one suburban elementary school in the east region of Taiwan as a study case to introduce and discuss his teaching practice. Based on the analysis of interviews with this teacher, it was found: 1. The use of bilingual teaching in“integrated activity curriculum”of elementary schools can provide students with learning integration, exploration, and innovation of language and domain-knowledge; 2. Bilingual teaching in“integrated activity curriculum”of elementary schools needs to integrate the resources of both in- and out-of-classroom for the planning and implementation of formal and informal curriculum.