區分性課程在國小雙語課程設計的運用

Application of Differentiated Curriculum Design in Bilingual Curriculum Design in Elementary Schools

在教育部提出「培養臺灣走向世界的雙語人才、全面啟動教育體系的雙語活化」的雙語政策後，臺灣各層級學校無不投入雙語課程的建置或轉型雙語實驗課程學校的行列中。本文以一所學校運用區分性課程設計導入 CLIL （Content and Language Integrated Learning，學科內容與語言整合學習，以下簡稱 CLIL）雙語課程設計的實際操作，建構一套可行的雙語區分性課程程序，分別為：「驅動」――以在地文化溝通為基底，設定主題式生活化課程以激發動機；「檢核」――授課內容知識聚焦，確認語言學習停留點；「區分」――討論授課內容知識的層次性，進行區分性課程設計；以及「轉換」――確認雙語轉化時機及多元策略的運用方式。本文藉由系統性的規劃，提供區分性課程應用於雙語課程設計的思維，並提出相關雙語教育的反思建議。

To achieve the goal of forging a bilingual nation proposed by the Ministry of Education, schools at all levels in Taiwan have invested in bilingual courses or transformed to bilingual experimental schools. This article used the practical operation of CLIL (Content and Language Integrated Learning) bilingual curriculum design in a school to construct a set of feasible bilingual differentiated curriculum procedures, namely: (A) “Drive”, based on local cultural communication, setting up thematic life courses to promote the students’ desire to learn, (B) “verification”: focusing on teaching content knowledge and dealing with language learning burnout, (C) “differentiation”: discussing the hierarchical nature of teaching content knowledge and differentiated course design, and (D) “conversion”: confirming the timing of bilingual conversion and way to utilize a multi-strategy approach. Through systematic planning, this article provided differentiated instruction in the bilingual classroom, and puts forward reflection and suggestions for related bilingual education.