透過課程領導推動雙語教育之研究—以基隆市兩所國民小學為例

Abstract

本研究目的在探討個案學校中，雙語課程的實踐歷程、推動雙語教育的課程領導策略及在推動雙語課程的歷程中，會遇到何種困難。本研究透過基於本研究目的，採用「個案研究法」，以半結構式訪談、參與觀察、文件分析等三種方法蒐集個案學校相關資料，希望透過此研究更清楚知曉雙語教學在實務現場的現況提供日後執行雙語教學之學校的參考方向，研究結果如下：本研究之兩所個案學校雙語課程實踐歷程經歷萌芽期及過渡期階段，兩個時期實踐重點包含凝聚課程願景與目標、擇定融入雙語之領域與雙語授課教師、師資結構不穩定、課程滾動式修正等，目前兩所個案學校仍停留在過渡期階段，尚未度過學校轉型為雙語學校的困境。而校內推動雙語教育之課程領導策略大致分為兩大層面，分別為組織層面及個人層面，策略包含：一、建立開放對話，凝聚校內課程願景；二、成立課程發展組織；三、以身作則，親自參與課程規劃設計；四、賦權增能，提供教師課程專業支持；五、引進外部資源，行銷課程亮點；六、成立教師專業社群等六大策略來協助學校推動雙語課程，並且促使教師勇於加入雙語教育的行列。另正如我國歷年面臨創新課程變革時，如九年一貫、12年國教等創新課程，身處教育現場的第一線學校勢必經過一段陣痛期，本研究兩所個案學校面臨之挑戰如下：一、教師流動率高，教甄未足額錄取且公費生申請受限；二、學校的配課及排課不易，教師參與雙語教學協同意願較低；三、本國籍教師與外籍教師的薪資比較心態，外師難以融入學校文化；四、雙語教學缺乏誘因與強制力，代理教師參與度較高；五、雙語教學缺乏檢核機制等五大困境皆是目前個案學校未突破之困境。綜上，期待透過本研究之兩所個案學校，一所為6班小校；另一所為中大型的學校，兩所學校之規模、班級數與雙語課程實踐歷程有所差異，可供不同規模的學校在推動雙語課程的實務上借鏡參酌。The purpose of this study is to explore the implementation process of bilingual curriculum in a case school, the curriculum leadership strategies for promoting bilingual education, and the challenges encountered during the promotion of the bilingual curriculum. Based on the objectives of this study, a"case study method" was employed, utilizing three data collection methods: semi-structured interviews, participant observation, and document analysis. The aim is to gain a clearer understanding of the current situation of bilingual education in practice and to provide a reference for schools that will implement bilingual education in the future. The research findings are as follows: The bilingual curriculum implementation process in the two case schools of this study has gone through the stagesof the budding phase and the transition phase. The key practices during these two periods include: establishing a unified curriculum vision and goals, selecting fields for bilingual integration and bilingual teachers, instability in the teacher structure, and ongoing curriculum adjustments. Currently, both case schools are still in the transition phase and have not yet overcome the challenges of transforming into bilingual schools.The curriculum leadership strategies for promoting bilingual education within the schools are generally divided into two main aspects: organizational and individual levels. These strategies include:1.Establishing open dialogue to unify the school's curriculum vision. 2.Forming a curriculum development organization. 3.Leading by example and personally participating in curriculum planning and design. 4.Empowering and enhancing teachers by providing professional support for curriculum development. 5.Introducing external resources to market curriculum highlights. 6.Establishing professional learning communities for teachers. These six strategies aim to support the schools in promoting bilingual curricula and encourage teachers to activelyengage in bilingual education.As with previous curriculum reforms in our country, such as the Nine-Year Curriculum and the 12-Year National Education, schools on the front lines of education inevitably go through a period of growing pains. The challenges faced by the two case schools in this study are as follows:1.High teacher turnover, insufficient recruitment through the teacher examination, and restrictions on applications for government-funded students.2.Difficulties in course scheduling and assignment, with lower willingness among teachers to participate in bilingual teaching collaboration.3.Disparities in salary expectations between local and foreign teachers, with foreign teachers struggling to integrate into the school culture.4.Lack of incentives and enforcement for bilingual teaching, leading to higher participation from substitute teachers.5.Absence of a monitoring mechanism for bilingual teaching.These five major challenges remain as unresolved issues for the case schools.In conclusion, this study hopes to provide insights through the two case schools, one a small school with six classes and the other a medium to large-sized school. The differences in the scale, number of classes, and bilingual curriculum implementation processes between the two schools offer valuable reference points for schools of varying sizes when it comes to the practical implementation of bilingual curriculum.