雙語視覺藝術教師工作觀察與探索：以一位臺北市國小教師為例

Observation and Exploration of an Elementary School Bilingual Visual Arts Teacher’s Work: A Case Study in Taipei

本研究透過質性研究探討臺北市國小雙語視覺藝術教育現況，對臺北市一所公立國小雙語視覺藝術教師進行田野調查和半結構訪談，結果顯示：一、雙語視覺藝術課程具有高度彈性，實施以視覺藝術為核心，語言為附加價值。挑戰在於自編教材與備課耗時，教師需具備多項能力並需持續進修。二、外師在教學中提供英語實用情境和文化橋梁作用，在協同授課中亦是支持者；但若缺乏合作默契或外師專業能力不足，則以教師主導，增加教師負擔。三、教材和課程設計涵蓋多元媒材及技法課程，教師根據學生學習狀況調整課程，並營造雙語學習環境及融入文化元素。綜上所述，本研究建議，雙語教學需長期努力和持續精進，教師需時間養成專業能力。政策應建立完善雙語教師支持系統並整合教學資源，並具體輔導和外師合作模式，促進雙語視覺藝術教師之持續發展與成長。

 

This study employs qualitative research to explore the current state of bilingual visual arts education in Taipei’s elementary schools. A field study and semi-structured interviews were conducted with bilingual visual arts teachers at a public elementary school in Taipei. The findings are as follows: 1. The bilingual visual arts curriculum is highly flexible, centered on visual arts with language serving as an added value. Challenges include the time-consuming nature of self-developed teaching materials and lesson preparation, requiring teachers to possess multiple skills and engage in continuous professional development. 2. Foreign teachers provide practical English contexts and act as cultural bridges within the classroom. In co-teaching scenarios, they play a supportive role; however, if there is a lack of collaborative synergy or insufficient professional competency on the part of the foreign teacher, the lead teacher bears a heavier workload. 3. The curriculum design and materials incorporate a diverse range of media and techniques. Teachers adjust the curriculum based on students’ learning progress, fostering a bilingual learning environment that integrates cultural elements. In summary, this study recommends that bilingual visual arts educators commit to long-term effort and continuous improvement, as professional competence takes time to develop. Policy-wise, a robust support system for bilingual teachers and the integration of teaching resources should be established. Additionally, concrete guidance and collaborative models for working with foreign teachers are necessary to promote the sustained development and growth of bilingual visual arts educators.