偏遠地區學校雙語體育課共備教學之行動研究

Abstract

緒論：為增進我國學生的英語能力，提升國際競爭力，雙語教學為近年政府所極力推動的政策，然而，教師在偏遠地區學校推動雙語體育教學時，卻面臨學生在學習的困境包含：聽不懂、中英文連結錯誤等，本研究試圖以英語課與雙語體育課進行連結，將學生在英語課所學到的內容，運用在雙語體育課中，進而提升學生基礎英語力。本研究採行動研究的方式，藉由雙語體育教師與英語教師共備課程的方式，試圖尋找有效的策略，解決偏遠地區雙語體育教學上的困境。方法：研究者為雙語體育教師，研究地點與對象為為一所偏遠地區學校的一個班級學生與該班級英語教師，實施策略為在課前研究者與英語教師共備課程內容，在課程實施中觀察學生反應並記錄，課後反思教學內容與學生學習成效，作為下一堂課的修正。資料蒐集包含共備紀錄、教案、教學日誌、單元學習心得表、反思札記以及訪談逐字稿，並以主題分析法分析資料。結果：(一)前期共備重點放在建立教材連結、教學實施方法，可幫助教師掌握該堂課單元學習目標，並討論出符合學生程度及需求，較為合適的教材內容；後期重點為口語表達的情境設計與模擬。(二)前期教學實施方法重點以簡易、重複的方式並以多模態呈現；後期重點乃全肢體反應教學法的運用，並搭配學生口語表達。(三)前期自我反思重點在課後請學生撰寫單元學習心得表，並從中發現學生學習困難之處，關照學生學習回饋促進教學者反思與調整，有助於教師營造雙語環境；後期重點則以反思如何提升語用情境並進行文化連結。結論：(一) 共備內容前期著重在找出教學實施方法解決學生問題，後期則以提升口語輸出機會。(二) 教學實施方式前期以多模態呈現，後期則以運作口語輸出的教學活動。(三)自我反思前期以建構友善環境並隨時調整內容，後期則以提高語用機會並促進多元文化視野。Introduction: To improve the English proficiency of students and enhance international competitiveness, the government has actively promoted bilingual education in recent years. However, the teacher teaching in a school in remote area faces the challenges when implementing bilingual physical education, such as inability of understanding, errors in connecting Chinese and English. This research attempts to connect English classes with bilingual physical education classes, applying the content learned in English classes to bilingual physical education, thus improving students' basic English skills. This study adopts an action research approach, wherein bilingual physical education teachers and English teachers collaboratively prepare courses to find effective strategies to address the challenges of bilingual physical education in remote areas. Methods: The researcher is a bilingual physical education teacher, and the research location and subjects are a class of students from a school in remote area and the English teacher of that class. The implementation strategyinvolves collaborative bilingual physical education course preparation between the researcher and the English teacher before the class, observing and recording student responses during the lesson, and reflecting on the teaching content and student learning outcomes afterward to make adjustments for the next lesson. Data collection includes co-planning records, lesson plans, teaching journals, unit learning reflection sheets, and reflective notes. All these data are analyzed using thematic analysis and constant comparative methods to identify key themes and patterns. Results: (1) In the early stages of collaborative planning, the focus was on establishing links between teaching materials and implementing instructional methods, which helped teachers identify the unit learning objectives and select materials appropriate to students’ levels and needs. In later stages, the focus shifted to designing and simulating oral expression scenarios. (2) In the early stages of teaching implementation, emphasis was placed on simple, repetitive, and multimodal presentations. In the later stages, the focus shifted to the use of the Total Physical Response (TPR) method combined with students’ oral expression. (3) In the early stages of self-reflection, the focus was on having students write reflection sheets after each unit to identify their learning difficulties. Attention to students’ feedback facilitated teacher reflection and adjustment, which helped create a bilingual learning environment. In later stages, reflection centered on enhancing pragmatic contexts and incorporating cultural connections. Conclusion: (1) In the early stages, collaborative planning focused on identifying instructional methods to address students’ problems, while later stages aimed at increasing opportunities for oral output. (2) In the early stages, teaching implementation emphasized multimodal presentations, while later stages focused on instructional activities fostering oral output. (3) In the early stages, self-reflection centered on creating a friendly environment and adjusting content as needed, while later stages aimed at increasing pragmatic opportunities and promoting multicultural perspectives.