新北市國民中學雙語生活科技實施現況之研究

Abstract

本研究以新北市近兩年在科技領域的生活科技課實施雙語的課程、教學和評量現況，以及所面臨之困境進行調查。目的為要了解新北市生活科技在國中階段推行雙語之實際狀況，掌握雙語生活科技在實務上面臨之挑戰，研擬並提出具體解決建議以作為未來各級學校實施雙語生活科技之參考。研究者以個案訪談（case study）作為研究方法，以半結構式訪談大綱作為訪談工具，針對三位新北市實施雙語生活科技的國民中學教師進行研究，並用紮根理論（grounded theory）進行資料的處理與分析。本研究以課程、教學與評量的角度切入，目的在了解國中階段生活科技雙語教學現場現況與困境，舉凡實作課程如何以雙語進行、面對學生英語程度的落差如何進行雙語教學。並於結論提出以下建議：（1）校長的支持與推動，幫助校內實施雙語教學更為順利、（2）雙語課程規劃尚無支持系統，建議教科書雙語化、（3）教學以英文說明對師生極具挑戰，應適時停頓確認學生是否了解、（4）運用鼓勵機制鼓勵發言，並以英語日常會話能力作為雙語評量內容。幫助有意實施雙語教學行政單位與現職教師，在生活科技課程實施雙語教學時，能有所依循和參考。關鍵詞：雙語教學、生活科技、個案訪談、紮根理論The aim of present study is to understand the current situation and challenge including curriculum, teaching, and assessment on junior high school living technology in New Taipei City. The purpose is to comprehend the problem in the real bilingual living technology class and try to propose suggest solution. Moreover, the result and suggestion could provide other junior high school in New Taipei City to develop bilingual class in living technology. This research use interview as the methodology and grounded theory to analysis the data. It is challenged that how to implement bilingual in hand-made class and face the different level of students’ English level in bilingual teaching. The result of this research mention that bilingual living technology in New Taipei City are (1) The principal's support and promotion help the implementation of bilingual teaching, (2) There is no support system for bilingual curriculum planning. It is recommended that textbooks be bilingual, (3) Teaching in English is extremely challenging for teachers and students, (4) Use conversational ability as the bilingual assessment content.

Keywords: Bilingual Teaching, Living Technology, Case Study, Grounded Theory