臺灣小學階段 CLIL 科學教科書的內容與語言整合

Abstract

隨著CLIL教育在台灣的重要性日益提高，為CLIL課程選擇合適的教科書變得越來越重要。然而，在台灣尚無標準化且易於使用的方法可用於選擇包含CLIL元素的教科書。本探索性研究特別專注於為小學階段學習者的CLIL科學教材，並開發了一個框架和分析工具以提供教師們評估可能的教材在CLIL的科學課室中的適用性。本研究旨在建立此框架的可信度，邀請臺灣的專業CLIL科學教師使用分析工具對三本CLIL科學教科書的樣本進行評比。首先透過參與者在不同樣本間的分析結果一致性來建立其可信度。其次透過對教科書樣本進行一系列文本分析並確認結果與參與的專家之評比一致，進一步確立了其可信度。本研究發現此框架在評估 CLIL 科學教科書方面顯示出整體的可信度。這些結果顯示，此框架可供臺灣的 CLIL 教育工作者更廣泛地運用於選擇適合 CLIL 科學課程的教科書。往後更深入的開發和測試這些分析工具將提高其在未來應用中的實用性和可信度。With the increasing importance of CLIL education in Taiwan, the selection of suitable textbooks for use in CLIL-based courses is becoming more important. However, no standardized, easy-to-use method for selecting textbooks that include CLIL-based elements exists for use in Taiwan. This exploratory research focused specifically on CLIL science textbooks written for elementary-level learners and developed a framework and analysis tools with which teachers could assess potential textbooks for their suitability for use within a CLIL science classroom. The research sought to establish the framework’s reliability by enlisting professional CLIL science teachers in Taiwan to use the analysis tools to rate samples taken from three CLIL science textbooks. Reliability was first established by the consistency of the results of these analyses between participants across samples. Reliability was further established by conducting a series of textual analyses of the textbook samples and establishing that the results were consistent with the expert participant ratings. This research found that the framework showed general reliability in rating CLIL science textbooks. These results show that the framework can be used more broadly by CLIL educators in Taiwan when selecting suitable textbooks for use in CLIL-based science courses. Further development and testing of these analysis tools will improve their usefulness and reliability for future application.