曾俊傑Tseng, Jun-Jie朴莉慕Parichaya Suknarin2023-12-082023-02-132023-12-082023https://etds.lib.ntnu.edu.tw/thesis/detail/10143624bc08bcb92e8c27e56e7ab1be/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/120624為了因應國際競爭環境的挑戰，教育部鼓勵大學建立以學位為本的雙語教育或語言及內容整合學習(CLIL)，以提高學生的英語能力和吸引更多的國際學生。要達成此的目標，教師須了解新的課程。因此，教師對雙語教學的看法值得被探討。本研究的目的是了解30位職前教師對雙語教學(語言及內容整合學習)的看法，探討的層面包含CLIL的教學方法和教師角色。在此研究中，職前教師分別透過兩種方式描述他們對教學和教師角色的想法：(a) 依據CLIL教學方式設計的問卷問題，以及 (b) 依據CLIL 教師角色所使用的暗喻提詞「雙語教師是…因為…，而語言/學科教師的角色是…因為…」。此外，一對一訪談也用於了解職前教師對於暗喻選用的考量。本研究採取質和量結合的分析方法。研究結果顯示，職前教師較重視內容的教學。然而，在CLIL教學中，他們傾向將重點放在口說，而不是語言和寫作等其他技巧上。此外，職前教師認為學科老師的角色是「一位課程的引導者和知識的提供者」，而語言老師則是「一位語言的支持者」。最後，本研究建議要建構一個有效的雙語/CLIL的課堂，CLIL課堂的兩位老師都應了解CLIL教學的概念和他們在課堂中扮演的角色。According to Taiwan's Ministry of Education (MOE), in response to the challenges of the international competitive environment, the MOE is encouraging universities to establish degree-based bilingual education or Content and Language Integrated Learning (CLIL) programmes with the purpose of improving students' English proficiency and attracting more international students. In order to achieve improvements in students' English proficiency or to implement CLIL, teachers are among the group of individuals who must beaware of the new curriculum. The perspective of the teachers with regard to bilingual teaching needs to be considered.The purpose of this study was to examine the perception of pre-service teachers about bilingual teaching (CLIL), including CLIL instruction and CLIL teachers' roles, created by 30 pre-service teachers. Pre-service teachers were asked to describe how they represented their perception regarding (a) CLIL instruction through questionnaire questions derived from CLIL instruction and (b) CLIL teachers' roles through metaphors derived from CLIL teachers' roles using a metaphor prompt "bilingual teacher is…because… and a language/content teacher's role is .... because...". Additionally, data were collected through interviews to provide additional details regarding the rationale behind the metaphor. Therefore, this study employed both qualitative and quantitative methods of analysis.The result showed that pre-service teachers tend to be more concerned and focused more on content subject teaching. However, they tended to be concerned about speaking skills in CLIL instruction rather than other parts such as the focus on language and writing. Moreover, pre-service teachers perceived the role of a content teacher as “an instructional guide and a knowledge provider” and perceived the role of a language teacher as “a language supporter”. Lastly, this study suggests that both teachers in CLIL classrooms should comprehend the concept of CLIL instruction and their role in CLIL classrooms in order to construct an effective bilingual/CLIL class雙語職前教師雙語教育或語言及內容整合學習教師角色看法暗喻分析Bilingual Pre-service teachersCLILThe role of teachersPerceptionMetaphor analysisetd