CLIL雙語社會情緒學習教學行動研究

臺灣2030年雙語國家政策下，雙語教學模式的研發是重要議題。本研究以CLIL的4Cs教學框架，設計CLIL社會情緒學習教學模式，探究CLIL社會情緒學習課程實施後的學習效果。本研究分別以質性及量化分析探討課程實施後的改變，在質性分析上，實施CLIL雙語社會情緒學習課程後，學生較能覺察自己的情緒狀態，人際關係進步許多，並且學生能以簡單的英文與老師互動。在量化分析上，學生的社會適應行為具有顯著性的進步。教學介入的效果對不同性別的學童並無差別，學生在CLIL雙語社會情緒學習具良好學習成效。

關鍵字

CLIL雙語課程；社會情緒學習；雙語課程設計；行動研究

並列摘要

The policy regarding transforming the country into a bilingual nation by 2030 has increased the importance of developing a bilingual teaching model in Taiwan. On the basis of the 4Cs model of Content and Language Integrated Learning (CLIL), this study proposed a social emotional CLIL model. The model incorporates social awareness, self-awareness, and self-management into the bilingual CLIL-based lessons. The teaching procedures and contents of a lesson plan suggested for the model are highlighted in this study, together with qualitative interviews and analyses afterwards to verify its effectiveness gained for the social emotional learning course. The participants include 164 first-graders. After the study, the results show: (1) the students have a higher emotional awareness and more favorable relationships with their peers; (2) the CLIL bilingual course is relevant to the students, and they can better understand the English words used, and (3) the students can better interact with their teachers in simple English. These findings reveal that the students do improve their social adaptation skills after the course. The results do indicate the effectiveness of the CLIL bilingual social emotional learning course though no significant difference was found in the improvement of social adaptation skills between genders.

並列關鍵字

CLIL bilingual ； social emotional learning ； CLIL bilingual curriculum design ； action research

參考文獻

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