差異化教學在國中雙語童軍課堂的運用：一位教師的信念、實踐與挑戰

Abstract

因應2030雙語政策，國中階段的雙語童軍課程蓬勃發展，由於學生的英語程度落差極大，雙語教育如何進行差異化教學也越來越受到重視。面對學生組成的異質性，本研究旨在探討教師如何用差異化教學將108課綱精神融入雙語童軍課程，培養學生的雙語能力及學科素養。此外，本研究也探討教師信念對其教學策略的影響以及在進行雙語課程時出現的挑戰。本研究採用質性個案研究的方式進行，透過問卷調查、三次半結構式訪談、四次課堂觀察和觀察記錄來收集研究資料。研究結果顯示，教師對在雙語課堂中使用差異化教學持積極正向的態度，這些信念與觀察到的大致相符。教師對教學的自我期望、對學生學習表現的期望、課程設計以及對童軍、差異化教學和雙語教育的理念，影響了差異化教學實踐的選擇。然而，課程中涉及學科語言學習的差異化教學實踐較少。進一步探索之後，發現教師差異化教學概念、語言教學知識以及專業人士的協助會對雙語教師在學科語言上的差異化教學策略及實施的信心產生影響。最後，依據研究結果，對未來的方向和國中童軍雙語教學提出相關實務上的建議。

In response to the 2030 Bilingual Policy, bilingual Scouting education at the junior high level are flourishing. Due to the significant differences in students’ English proficiency levels, how bilingual education implements differentiated instruction (DI) has become an increasingly important issue. Faced with the heterogeneous composition of students, the current study aims to explore how teachers can integrate differentiated instruction to implement the essence of the 2019 Curriculum Guidelines into bilingual Scout programs. Additionally, this study also investigates how the participating teacher’s beliefs about his teaching strategies and the challenges that appeared while conducting bilingual courses. This qualitative case study collected data through a survey, three semi-structured interviews, four classroom observations, and observation records. Findings indicate that the teacher holds a positive attitude towards using differentiated instruction in bilingual classrooms, and these beliefs align with observed strategies. The teacher’s self-expectation for teaching, expectations for students’ learning performance, curriculum design, and concepts of Scouting, differentiated instruction, and bilingual education have influenced the choice of differentiated practices. However, few DI practices regarding subject language acquisition were integrated into the curriculum. Further exploration revealed that proper concepts of differentiated instruction, language teaching knowledge, and language specialties’ assistance affect the implementation of differentiated bilingual instructional strategies. Practical recommendations are provided for future directions and the implementation of bilingual Scout courses at the junior high school level.