探究式雙語劇場：提升學生創造力與語言準備度之課堂實踐個案研究—以國中雙語表演藝術課堂為例

Abstract

在2018年，台灣政府推出了2030年將國家發展成為雙語國家的計劃，意指希冀台灣的學生除了能在課堂中培養素養以及思辨能力，也同步提升學生的語言競爭力。本研究欲探討在國中的雙語表演藝術課程中，教師如何在課程中融入探究式教學增進學生的思辨與創造力，並在幫助學生適應雙語教學的同時，創造學生在課程中使用英文的機會。本研究為個案研究，研究參與者為北部某國中的一位表演藝術老師與其班上的學生，總共有六堂課程。為了探究教師如何運用探究式教學發展學生的創造力，以及學生對於這堂課程的感知，研究者將深入探究式雙語課程，以課堂觀察、問卷調查以及對學生和教師的訪談進行研究與剖析，將提供將探究式教學融入雙語課程中的方法及如何藉此方法提升學生之創造力及語言發展。本研究主要發現探究式教學法融入雙語表演藝術課程著實激發學生的創造力以及語言的進步，教師在設計課程時藉由5E模式的脈絡，讓學生在系統性的架構下進行深度探索，並在過程中融入日常的議題讓學生連結學習與生活，並從中創造對於特定議題的解答，同時促進學生自主學習的能力。除此之外，教師也在探究式雙語課程中施行語言的教學策略，老師藉由雙語學習單、多模態教材等教學性鷹架的搭建，並輔以跨語言實踐、同儕討論等程序性鷹架，為學生創造安心的雙語環境，增進學習動機與認知理解。最終，學生也在研究過程中感知自己的創造力與語言能力在深度思辨與探索中逐漸養成，甚至理解雙語表演藝術課程帶給他們的意義。In 2018, the Taiwanese government launched the 2030 Bilingual Policy. This initiative sought to enhance not only students’ language competitiveness but also their core competency and critical thinking skills. This study aimed to investigate how teachers integrate inquiry-based instruction into bilingual performing arts courses in a junior high school to enhance students’ critical thinking and creativity. It also aimed to create opportunities for students to use English while adapting to bilingual instruction.This study adopted a case study approach. The research participants included a performing arts teacher and students in a junior high school in northern Taiwan. Six classes were observed and analyzed to explore how the teacher utilized inquiry-based instruction to develop students’ creativity and how students perceived these courses. The researcher conducted classroom observations, collected questionnaires, and interviewed both students and teachers. The study aimed to provide actionable suggestions about how to integrate inquiry-based instruction into bilingual courses and how to enhance students’ creativity and language ability through this approach.This study primarily found that the integration of inquiry-based instruction into bilingual performing arts courses effectively stimulated students’ creativity and language ability. By designing the curriculum within the framework of the 5E model, teachers provided students with a systematic structure for in-depth exploration. This process incorporated real-life issues, enabling students to connect learning with their daily lives and create solutions to specific topics, thereby enhancing their ability for independent learning.In addition, teachers implemented language teaching strategies within the inquiry-based bilingual courses. By employing bilingual worksheets, multimodal teaching materials as instructional scaffolding, and incorporating translanguaging practices and peer discussions as procedural scaffolding, teachers created a safe bilingual environment that enhanced students’ motivation and cognitive comprehension.Ultimately, students perceived the gradual development of their creativity and language proficiency through deep reflection and inquiry during the research process. They also gained a deeper understanding of the significance of bilingual performing arts courses and the value they bring to their learning experiences.