國中跨領域教師協同發展與實施「學科內容與語言整合學習」課程之研究：CLIL再統整模式

Abstract

本研究旨在探討國中英語教師與科技領域教師組成的教師專業社群，協同發展「學科內容與語言整合學習」（CLIL）的跨領域課程，並進行教學實踐。為達成研究目的，本研究採行動研究課程設計與教學實踐，透過質性研究的觀察、訪談、文件分析等資料蒐集，從課程與教學、學生學習成效與教師專業成長三個面向，檢視英語與科技CLIL的課程方案建構、實施與成效。本研究結果主要有五：（一）CLIL再統整模式的課程設計理念跨越學科與語言的線性思維。（二）課程設計以認知性言談功能轉化教材內據以提高學生認知層次。（三）從課室語言、教材、表現任務上整體考量，精緻運用跨語言策略，建構友善的英語學習情境可提升學科與語言學習的成效。（四）運用多元豐富的教材與多模態任務鷹架教學策略與評量方式，能提升學生在科技領域與英語的學習興趣與成效。（五）英語與科技CLIL課程發展與實踐轉化雙語教學認知並提升跨領域教學素養。The study aims to explore the interdisciplinary collaboration between junior high school English and technology teachers in developing and practicing the Content and Language Integrated Learning (CLIL) curriculum. To achieve this goal, action research on curriculum design and teaching practices was adopted. Qualitative research methods such as observation, interviews, and document analysis were used to examine the construction, implementation, and effectiveness of the English and technology CLIL curriculum from three dimensions: curriculum and instruction, student learning outcomes, and teacher professional development.The main results of this study are as follows: (1) The curriculum design concept of the CLIL Reintegration Model transcends linear thinking between disciplines and languages. (2) The curriculum design through cognitive discourse functions (CDFs) transforms materials and improves students' cognitive learning levels. (3) Taking into consideration classroom language, materials, and performance tasks, the elaborate use of translanguaging strategies constructs a friendly English learning context that enhances the performances of both subject and language learning. (4) Utilizing diverse and rich materials, along with multimodal task-scaffolding teaching and assessment methods, can enhance students' interest and effectiveness in learning technology and English. (5) The development andpractice of the English and technology CLIL curriculum transforms bilingual teaching cognition and enhances interdisciplinary teaching competency.