2030雙語政策下中外師協同教學現況、困境及因應策略之研究：以臺南市國小為例

在全球化與知識經濟的趨勢下，英語已成為學習與競爭力的關鍵；臺灣自2018年推動「2030雙語國家政策」後，中外師協同教學（FET-LET協同教學）成為國小英語課室的重要實踐，其品質攸關政策成效。本研究以系統性文獻回顧與整合式綜述為主，並以臺南市30組FET-LET的不介人人課式課室觀為輔，建構「『條件—歴程—結果』（CPO）機制模型」，檢視協同教學在政策脈絡下的運作樣態與致效條件。結果顯示：有效協作仰賴例例行性共同備課、明確角色分工，以及「計畫–教學–觀察–回饋」循環；然而多數課堂仍停留於表層協作／指令對齊層級，常見指令可理解度不足與任務—評量不對齊等瓶頸。據此，本研究提出六項短期專業學習模組與「最小可行方案（MVP）：每週至少20分鐘受保護之共同備課、角色矩陣（R/A/CI），以及23條可見的成的成功指標」，作為學校與系統層面推動與擴散之可操作槓桿。

Following Taiwan’s Bilingual 2030 initiative, FET-LET co-teaching became a core practice in elementary English classrooms, and its quality was pivotal to policy outcomes. This study combined a systematic review and integrative synthesis with nonintervention classroom observations of 30 FET-LET pairs in Tainan and developed a Conditions-Processes-Outcomes (CPO) mechanism model to explain how coteaching operated under the policy. Findings indicated that effective collaboration hinged on routinized joint planning, explicit role allocation, and plan-teach-observe-feedback cycles. Yet most observed classes remained at surface-level collaboration/ directive alignment and frequently exhibited incomprehensible instructional cues and task-assessment misalignment. To address these gaps, we proposed six short professional-learning modules and a minimum viable package (MVP)—at least 20 minutes of protected weekly co-planning, a role matrix (R/A/C/I), and two to three visible success criteria—as practical levers for school- and system-level implementation and scaling.