高中雙語實驗班實施之探究—以臺北市一所學校為例

Abstract

本研究旨探討高中雙語實驗班推動雙語教育之歷程，包括瞭解個案學校對雙語教育的看法、行政層面規劃、中外師合作經驗，以及雙語實施挑戰和因應。本研究屬質性研究，以個案研究法為研究方法。研究對象為臺北市一所設有雙語實驗班的高級中學，該校為社區型高中，是臺北市早期開始實踐雙語教育的高級中學之一。目前校內已培育第一屆雙語班畢業生，在雙語教育推動方面已累積豐富經驗。本研究透過文件檔案、參與觀察及半結構式訪談進行研究資料的蒐集，綜合文獻探討的整理與分析，主要研究發現如下：一、個案學校教師認為，實施雙語教育時應關注學生學科內容學習。二、個案學校行政端教師為實踐雙語教育，靈活調整組織並提供多項執行辦法和增能。三、個案學校行政端教師給予雙語教師和外籍教師實施雙語教學的空間和彈性。四、個案學校教師面臨的雙語教育挑戰，含有初期活動安排、班級定位、學生學習適應，以及轉班現象、雙語經驗複製、教學進度與班級規模。五、個案學校行政端教師透過校內增能及教師甄試等策略，期許有日雙語教育能在校園內全面推廣。依據上述研究結果，研究者提出相應的結論與建議，期望本研究能藉個案學校經驗，提供給學校及相關教育機關做為日後之參考。

This study aims to explore the implementation of bilingual education within a high school bilingual experimental class. The research focuses on teachers’ perspectives on bilingual education, school implementation strategies, the experiences of collaboration between local and foreign teachers, as well as the challenges and solutions related to bilingual implementation. This study is qualitative research and adopts a case study as a research framework. The chosen case is a community high school in Taipei, one of the earliest schools to implement bilingual education in Taipei. Currently, the school has cultivated its first cohort of students from the bilingual class, accumulating considerable experience in this field.In this study, data were collected by document, observations, and semi-structured interviews. The literature reviews were also integrated. The findings are as follows:1. Teachers emphasize that implementing bilingual education should focus on students' subject learning. 2. To effectively implement bilingual education, administrative teachers flexibly adjust their organizational structure and offer multiple strategies and professional development programs. 3. Administrative teachers grant both local and foreign teachers the freedom and flexibility to conduct bilingual teaching. 4. The challenges teachers face in bilingual education include activity arrangements, class positioning, learning adjustment, students transfer to other classes, difficulty in replicating teaching experiences, teaching progression, and class size.5. Through teacher professional development programs and teacher recruitment strategies, administrative teachers hope to extend bilingual education to normal classes in the future.According to the above findings, the researcher offers some suggestions for schools and education authorities as a reference to implement bilingual education in Taiwan.