探究國中雙語教育政策之實踐與挑戰－以臺北市一所國中行政團隊為例

Abstract

本研究旨在從行政視角關注雙語教育政策之實踐與挑戰，探討學校運作雙語的狀況及決策歷程，了解學校、行政單位及師生在雙語教育上的困境與配套措施，並根據現況提出建議，以及分析可符合實務需求的策略。研究採用質性研究取向，以個案研究為架構，聚焦個案學校行政團隊在實踐雙語教育及應對挑戰中的具體作為。研究對象為臺北市一所公立雙語國中的行政團隊，呈現其解讀雙語教育並採取行動的因素、雙語團隊的合作與溝通模式，以及學校如何協助雙語教師專業發展並提供支持。本研究透過半結構式訪談、非參與式觀察及文件分析法，蒐集雙語教育現場的實際資料，並綜合相關文獻、訪談逐字稿、課室觀察及文件內容，分析並歸納研究結果如下：一、學校行政決策者釐清雙語政策理念，從108課綱中尋找相應的理念，發展符合學校特色的雙語教育。 二、雙語教師社群在行政及教學團隊的支持下，促使學校在雙語教育上運作更順暢，包括建立共識、降低雙語社群成員流動率，並提供專業增能支持。 三、個案學校行政端透過問卷了解學生需求，並依據雙語教師社群的需求，調整聘用講師的方向及增能主題。 四、個案學校雙語教師期盼增加實質獎勵或提高薪資；雙語學科師資較少的科目希望政府協助媒合不同學校的同科教師，促進交流與資源共享。 五、雙語教育強調彈性及因校制宜，提供教師自由發展空間，減少初任教師額外行政業務，使其能更專注在雙語教學。

綜合上述結果，本研究強調行政團隊對國中雙語教育實踐的重要影響，並對臺灣雙語教育的未來發展提出啟示和建議。This study aims to investigate the practices and challenges of bilingual education policies from an administrative perspective. It explores the operational processes and decision-making within schools implementing bilingual education, identifies challenges faced by schools, administrative units, teachers, and students, and proposes practical strategies based on current findings. Using a qualitative approach within a case study framework, the research focuses on the administrative team's actions in a bilingual junior high school in Taipei City. It examines key factors shaping their interpretation and practices, the collaboration and communication within the bilingual team, and the school's support for bilingual teacher development. Data collection methods include semi-structured interviews, non-participatory observations, and document analysis to reflect the real-world context of bilingual education. Findings are based on synthesizing literature, interview transcripts, classroom observations, and document analysis, as summarized below:1.Clarifying Policy Concepts: School administrators clarify bilingual policy concepts by aligning with the Twelve-Year Basic Education Curriculum Guidelines and developing a bilingual education approach suited to the school's characteristics. 2.Cohesive Support: Support from administrative and teaching teams enables the smoother operation of bilingual education, fostering consensus, reducing community member turnover rates among community members, and providing diverse professional developmentopportunities. 3.Listening to Stakeholder Needs: The school uses surveys to find out what students need and adjusts teacher hiring and training topics to match the bilingual community's needs. 4.Government Support Mechanisms: Bilingual teachers seek better rewards or higher salaries. Teachers in less-staffed subjects hope to collaborate with bilingual teachers of the same subject at other schools. 5.School-Based Flexibility: Bilingual education emphasizes flexibility and adapting to each school’s needs, giving teachers more freedom, reducing extra administrative tasks for new teachers, and helping them focus on teaching.In conclusion, this study underscores the crucial role of administrative teams in bilingual education implementation and provides recommendations for its future development in Taiwan.