- 期刊
學科內容及語言整合學習在健康與體育領域應用研究
Applied research of Health and Physical Education Learning Domain in Content and Language Integrated Learning
摘要
全英語教學環境是目前我國政府之重要政策，各級教育機關刻正積極進行全英語教學之研究與推行，越來越多學科透過外語來學習學科知識，全英語（English as a medium instruction, EMI）、專業英語（English for specific purpose, ESP）及學科內容與語言整合學習（Content and language integrated learning, CLIL）的教學模式越來越受重視。本文之研究目的為探究健康與體育領域在語言整合教學之架構在十二年課程綱要之應用，分析在體育的CLIL教學策略增進口語理解及溝通互動之歷程。研究方法採用蒐集健康與體育在語言整合教學相關文獻，經整理及分析，其研究結果為：第一：健康與體育領域學科內容與語言整合學習以四項構面為基礎架構，包含學科內容（Content）、溝通方法（Communication），思考認知（Cognition）以及文化涵養及公民素養（Culture and Citizenship）；第二：有效益的CLIL體育教學策略包含：一、鼓勵學生講解遊戲；二、第二語言運用在恢復及休息階段時是適切時刻；三、避免過多口說課程介紹；四、學生擔任裁判或審判員時，要求做到有信心的決定來自於正確判斷，並且適時給予鼓勵肯定；五、重要語言和單字，嵌入到活動中，避免減慢遊戲速度或減少活動量；六、利用鷹架（scaffolding）工具來促進溝通以及整合動作與語言學習內容。期望在健康與體育領域上能讓學生以生活及自然的方式學習第二語言，進而能成為一位自發、互動、共好並具備國際思維及溝通能力的新世代公民。
並列摘要
Since the English Medium Instruction living environment has become a national vital policy, county and city government conduct research and develop teaching material to achieve the main goal. In recent years, more subjects have been putting efforts into learning knowledge through foreign language. Pedagogical models such as English as a Medium of Instruction (EMI), English for Specific Purposes (ESP), and Content and Language Integrated Learning (CLIL) have received increased attention. The purpose of this study remains about how the CLIL approach applies to Health and Physical Education (PE) in 12-Year Basic Education Curriculum, and, moreover, how teaching PE through a CLIL approach provides opportunities for comprehension and interaction. The method is to analyze and outline the literature related to both content and language integration in Health and Physical Education. To sum up the results, there are four contextualized building blocks that are integrated in the framework, which can apply in the Competency of the 12-Year Basic Education Curriculum: Content (subject matter), Communication (language learning and using), Cognition (learning and thinking processes) and Culture (developing intercultural understanding community and global citizenship). Furthermore, six teaching strategies are recommended when teaching PE in-CLIL. First, encourage students to explain games in groups. Second, translate practical knowledge into English during the rest phases. Third, avoid long explanations that reduce children's movement time. Fourth, include referee teams when teaching sports and ask them to justify their decisions by rewarding the correct verbalization. Fifth, embed the language into the tasks, avoiding activities that slow down the pace of the game or physical activity level. Sixth, incorporate scaffolding tools to facilitate communication and to integrate motor with language content. Student can learn the second language through daily life and natural patterns since Health and Physical Education were taught in English. Furthermore, teaching Health and Physical education in English could cultivate new generation citizens and helps them develop a competencies of international perspective and communication ability through spontaneity, communication, interaction, and social participation.
參考文獻
被引用紀錄
延伸閱讀
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