國小自然科學領域教師實踐中年級自然科學雙語教學之行動研究

Abstract

本研究採行動研究法，以24位國小中年級學童為教學對象，實施4個單元40節課自然科學雙語教學，探討自然科學教師實施自然科學雙語教學之歷程與專業成長。研究發現包括：（一）就學科雙語教師而言，以學科英語為主，搭配課室英語，讓語言、動作在情境中產生連結，有利發展自然科學雙語教學；（二）搭配操作體驗活動，有助減緩學生抗拒英語學習，創造自然學科英語的學習機會；（三）教師規劃雙語課程，應落實以自然科學學科為主、英語為輔的教學模式；（四）教師宜妥善經營並凝聚跨學科共備社群的向心力，來提升備課品質；（五）教師公開授課有助於檢視自然科學雙語教學技能，儲備後續雙語教學行動研究力；（六）自然科學雙語教學，有待進一步破除環境中的無形障礙。研究者從三個層面提出實施雙語教學的實務建議如下：一、自然科教師實施學科雙語教學層面把握「英語量由少至多；語言、動作、情境連結」的實施原則；以學科英語為主，搭配學科內容實施課室英語；規劃實作體驗的活動，提供英語練習機會；善用跨學科共備資源，發展探究式教學活動，設計探究式的英語提問句型、短語或字彙，建立學生對學科英語的熟悉感，培訓學科教師規劃雙語教學能力，使用英語的敏銳度，以減輕實施雙語教學的壓力。二、學校推動自然科學雙語教學政策層面連結全校性的數位學習進程計畫，以利數位工具應用於自然科學雙語教學；提升行政單位對雙語教學政策的理解和橫向聯繫，以形塑友善的支持系統；行政團隊應培育雙語學習的校園文化，營造推動雙語教學的氛圍。三、後續研究層面立穩「自然科學學科知識為主、英語為輔」的定錨點，持續修煉教材編輯力，邀請英語領域教師入班觀課，檢視英語說話語速，以求精進雙語教學技能。後續以社團方式進行雙語教學研究，了解學生使用英語學習的狀況；亦可探究跨學科共備社群的組織、運作及發展，納入雙語教學研究主題。The purpose of this study was to examine the processes and professional development of an elementary science teacher’s implementation of bilingual teaching in a middle-grade natural science classroom with 24 students. Action research approach was applied in this study and data were collected in four teaching units through 40 lessons in total. The research findings include: (1) Bilingual science teachers can benefit from prioritizing subject-specific English supplemented with classroom English, fostering bilingual science teaching by linking language with actions in context. (2) Integrating hands-on experiential activities can alleviate students’ resistance to learning English and create opportunities for studying subject-specific English. (3) It is crucial for teachers to design bilingual curricula that prioritize natural science knowledge with English as a supplementary language. (4) Effective management and cohesion of the cross-disciplinary collaborative community are essential for improving the quality of lesson preparation quality. (5) Lesson studies can help assess teaching skills in bilingual science teaching and help prepare for subsequent action research on bilingual teaching. (6) Further attention is needed to address invisible barriers in the bilingual science teaching environment.This study offers practical suggestions for better implementing bilingual teaching from the following three aspects:I. Recommendations for implementing bilingual science teaching.Adhere to the principle of “gradually increasing English usage while connecting language, actions, and context.” Focus on subject-specific English, complemented by classroom English related to the subject content. Plan hands-on experiential activities to provide opportunities for practicing English skills. Effectively use cross-disciplinary resources to develop inquiry-based teaching activities and design inquiry-based English question models, phrases, or vocabulary to familiarize students with subject-specific English. Provide training for subject teachers in planning bilingual teaching to enhance their sensitivity to English, thereby reducing the pressure associated with implementing bilingual teaching.2. School policies for promoting bilingual instruction in natural sciences.Integrate schoolwide digital learning plans to facilitate the application of digital tools in bilingual teaching of natural sciences. Enhance students’ understanding of bilingual teaching policies in the administrative unit and promote horizontal coordination to create a supportive system. The administrative team should cultivate a bilingual learning culture on campus and foster an environment that promotes bilingual teaching.3. Subsequent research. Establish a solid foundation in “prioritizing natural science knowledge with English as supplementary.” Keep enhancing skills in editing teaching materials. Invite English teachers to conduct classroom observations to assess teaching skills and to provide feedback for improving bilingual teaching. Subsequent research can adopt club-based approaches to study bilingual teaching, focusing on understanding students’ use of English in learning. It can also explore the organization, operation, and development of interdisciplinary collaborative communities, integrating these aspects into the research topics of bilingual teaching.