本土雙語模式在國民中學童軍科課程之應用:學習成效與教學挑戰之研究

Abstract

本研究旨在探討本土雙語教育模式應用於國民中學童軍科課程之可行性與實施成效，並分析其在課程設計與教學過程中所面臨的挑戰與因應策略。研究採行動研究法，以新北市某國中七年級四個班級共108名學生為對象，課程主題為「英（營）造新環境」，融合「服務行善與多元關懷」主題及沃土模式，並結合內容與語言整合學習（CLIL）理論進行課程設計與實施。資料蒐集包括量化問卷、學生課程反思表、教學日誌、觀課紀錄與課堂錄影等，進行三角驗證以提升研究信度。研究結果顯示，本土雙語模式能有效促進學生在童軍知識理解、英語詞彙與表達能力、跨文化溝通與合作能力上的發展，並提升學習動機與參與度。然而，課程亦面臨學生語言基礎差異、認知負荷過重、語言焦慮及時間與資源不足等挑戰。針對上述問題，本研究提出透過語言鷹架、跨語言策略、分層任務設計與行政支持等方式加以改善，期能為臺灣非考科領域的雙語課程提供可行之參考模式與制度建議。

This study investigates the feasibility and effectiveness of applying a local bilingual education model to the junior high school Scout curriculum, focusing on its course design, implementation process, and the teaching challenges encountered along with corresponding strategies. Adopting an action research approach, the study involved 108 seventh-grade students from four classes in a junior high school in New Taipei City. The course, entitled “English-Scout for a New Environment,” integrated the theme of “Service and Care for Diversity” with the FERTILE model, and was designed based on the Content and Language Integrated Learning (CLIL) framework. Data were collected through quantitative questionnaires, student course reflection forms, teaching journals, classroom observation records, and lesson recordings, with triangulation applied to enhance reliability. Findings revealed that the local bilingual model effectively enhanced students’ understanding of Scout knowledge, English vocabulary and expression, cross-cultural communication, and collaboration skills, as well as increased their learning motivation and engagement. However, challenges such as disparities in students’ language proficiency, cognitive overload, language anxiety, and limitations in time and resources were also identified. To address these issues, strategies including scaffolding, translanguaging, tiered task design, and administrative support were proposed. This study offers practical and policy recommendations for implementing bilingual programs in non-exam subjects in Taiwan.