金門縣國民中學中外師英語協同教學之個案研究

Abstract

2030雙語政策以來，行政院提出中小學英語課全英文授課、部分學科採英文授課等目標，並研擬增聘更多外籍英語教師，以充實推廣英語教學補充人力；教育部亦鼓勵各級學校提出引進外籍教師計畫之申請，以協助英語創新教學及雙語教學。自103學年度起，金門縣引進Fulbright學術交流基金會之英語教學助理及自聘外籍英師，訴求為全縣國中小「校校有外師」，此舉為全台之冠。有鑑於此，本研究主要以金門縣海洋國中為個案學校，探討中外籍英語教師在英語校訂課程之協同教學。本研究之目的有二：一、探討個案學校中外師協同教學之規劃與實施；二、分析個案學校中外師協同教學歷程與結果檢視與挑戰及其因應。本研究採用個案研究法，透過半結構式深度訪談、非參與式課室觀察，佐以課程計畫、課本學習單、教材簡報等文件資料蒐集，深入了解個案學校之中外師協同教學歷程，並以主題分析法將上述資料加以分析探討。研究結果包含以下四個面向：一、個案學校之中外師協同教學發展歷程與共備模式；二、個案學校之中外師對其協同教師角色與功能之認知與溝通互動；三、個案學校之中外師如何檢視與運用協同教學歷程與結果；四、個案學校之中外師如何因應協同教學中所經歷的挑戰。研究結論簡述如下：一、中外師以非同步線上共備模式建構課程與教學，結合多元文化及國際教育議題，運用分組合作學習及多元評量促進學生學習；二、中外師充分發揮教學與班經功能，課堂的合作與課前課後的溝通能幫助不同學習者；三、協同教學群善用評量結果，由教材、教學與班經等反思與改善教學；四、協同教學群最大的挑戰為無暇共備、學生英語學力落差及口音適應，以線上共備、中師積極介入與調整心態加以因應。此為個案研究，其研究結果雖未能推論至金門縣內他所國中，但應能忠實呈現國中英語教學端之中外師協同教學實際共備發展課程、規劃與實施教學與評量等歷程，與中外師溝通互動與扮演之角色功能等特色，並分析其所經歷之教學挑戰與因應方式。期能透過此研究，改善研究者自身與其他協同教學英語教師之教學困境，成功發揮中外師協同教學所期望帶給學校師生之正向效益。The 2030 Bilingual Policy has been implemented in Taiwan, and the Executive Yuan is promoting the EMI English classes and partial EMI school subjects in junior high and elementary schools, and planning to recruit more foreign English teachers in order to supplement the English teaching human resources. The Ministry of Education also encourages schools to apply for their own foreign English Teachers and English teaching assistants, in order to help schools develop creative English classes and bilingual curriculum. Since 2014, Kinmen County has started to cooperate with Fulbright Taiwan Foundation for Scholarly Exchange and Ministry of Education, introducing English Teaching Assistants and Foreign English Teachers in all of the junior high and elementary schools. This action indeed soared from the rest of the cities in Taiwan.This thesis took a junior high school of Kinmen County as case study, researching on the team teaching of one foreign English teacher and seven local English teachers for a school-based curriculum. The purposes of this research are as followed: First, investigating how the FET and LETs co-plan and co-teach; Second, analyzing how the FET and LETs evaluate their coteaching and how they overcame the challenges. It is a case study, adapting qualitative research methods including semi-structured in-depth interviews, non-participatory classroom observation and document collection.The research outcomes are concluded in four aspects: First, how the team-teaching and co-planning developed; Second, how the FET and LETs comprehend their own coteaching roles and interaction; Third, how they examine their coteaching progress and outcomes, and finally, how they overcame the challenges they have encountered so far. The research was done in hope of helping team-teaching English teachers to reach their ideals in team-teaching, and to conduct effective team-teaching in classrooms.