健康教育雙語教學：危機還是轉機？

Bilingual Teaching of Health Education: Crisis or Turning Point?

健康教育雙語教學，被認為能使學生於生活情境中自然而然地接觸、使用英語，進而提升學生英語的聽、說能力。然而，健康教育本身學科專業知識多，一些較艱深的健康知識，其學科英語已超出國小階段的認知範圍；教師在教學過程中，能否以英語清楚地傳授健康知識？是否會影響原本學科的學習？均是令人質疑與擔憂之處。本文採用文獻分析的方式，探討國小健康教育雙語教學之困境與挑戰，包括：常見迷思、教學方式、內容與教材選擇、學習成效，以及雙語教學的持續性等。關於健康教育雙語教學的實踐方式，作者提出四項建議做為相關政策規劃與師資培育的參考，分別是：視教學內容與學生程度，適度調整中、英文的使用比例；多元管道培育雙語健康師資；善用專業輔導資源、營造英語學習的自然校園情境；確立學科與語言教學目標，發展適切教學活動與評量指標。

Bilingual teaching in health education is believed to allow students to use English naturally in daily life, thereby increasing their listening and speaking abilities. However, some health-related English vocabulary items may be difficult for elementary school students. There are concerns about whether teachers can use English to convey health content knowledge effectively and whether bilingual instruction will impact students’subject learning. This article discusses the difficulties and challenges of teaching bilingual health education in elementary schools through a literature review that included common misconceptions, teaching methods, content and materials, learning effects, and the sustainability of bilingual education. Four suggestions for future policy planning and teacher education are proposed: 1). Adjusting the proportion of English use based on teaching content and students’language abilities, 2). cultivating bilingual health education teachers through pre-service teacher training courses and in-service teacher empowerment workshops, 3). make good use of professional consultation services and build an English-friendly school environment, and 4. establish subject and language teaching goals and develop appropriate teaching activities and evaluation methods.