- 期刊
雙語教育在師資培育課程的問題之探析
An Inquiry of the Problems of Preservice Teacher Education Curriculum Programs for Bilingual Education
摘要
本研究旨在揭露雙語教育在當前臺灣師資培育課程中的問題，並藉由反思提出未來展望建議，以提供雙語教育師資職前培育課程在規劃與運用之參考。為達研究目的，本研究採用文獻分析與文件分析方法，針對雙語教育學理文獻、官方政策、及師資培育開課案例進行批判反思。研究結果發現，臺灣雙語師資培育課程可能過度偏重教材教法範疇，導致浮現問題包含：1. 缺乏教育學理論參照。2. 忽視在多元文化情境下轉化並用雙語可能。3. 跨語言與學科領域的協作不足。據此，本研究提出建議包括：1.由聚焦「雙語教材教法」回歸至「雙語教育學」，讓實務與理論相互辯證。2.由側重「教室英語的使用與句型練習」延伸至「跨語言的相互轉化之認知理解基礎」，讓雙語真正能夠在多元文化情境中自由並用。3. 由著重「語言專業知能的授課能力」擴展至「跨領域專業知能的協同教學素養」。
並列摘要
The purpose of this study is to expose the problems of current preservice teacher education curriculum programs for bilingual education in Taiwan and to provide suggestions for the planning and application of the preservice teacher education curriculum programs for the future by reflecting. Additionally, this study adopts literature analysis and document analysis as methods, and makes critical reflection on the main academic literature, official policies, and preservice teacher education curriculum programs for bilingual education. The results of the study found that the Taiwan's bilingual preservice teacher education curriculum could be over-emphasis the areas of ＂Teaching Materials and Methods＂, which result in problems as follows: 1. Lack of reference to the theory of education; 2. Neglect the possibility of transforming and bilingual in multicultural contexts; and 3. Insufficient collaboration across languages and disciplines. The recommendations of this study include: 1. Transfer focusing on ＂bilingual teaching materials and teaching methods＂ to ＂the pedagogical thinking for bilingual education＂ and make practice and theory dialectically. 2. Transfer focusing on ＂the use of classroom English and sentence-type exercises＂ back to ＂cross-language mutual transformation of cognitive understanding basis＂, so that bilingualism can really be free to use in multicultural situations. 3. Transfer focusing on ＂the teaching ability of language professional knowledge＂ to ＂the collaborative teaching competencies of cross-disciplinary professional knowledge＂.
延伸閱讀
- 黃家凱、林子斌（2022）。我國雙語師資培育的挑戰與解決建議。臺灣教育評論月刊，11(8)，1-5。https://www.airitilibrary.com/Article/Detail?DocID=P20130114001-202208-202208020017-202208020017-1-5
- 鄧玉婷（2019）。中國大陸民辦大學「雙師型」教師課程領導之探討。臺灣教育評論月刊，8(12)，83-89。https://www.airitilibrary.com/Article/Detail?DocID=P20130114001-201912-201912030019-201912030019-83-89
- 王力億（2020）。雙語教育的師資先決與師培改革。臺灣教育評論月刊，9(10)，31-36。https://www.airitilibrary.com/Article/Detail?DocID=P20130114001-202010-202010060018-202010060018-31-36
- 陳聖其、陳劍涵（2022）。A Study of the Bilingual Teaching Process in International Project-based Learning。臺灣教育評論月刊，11(10)，122-144。https://www.airitilibrary.com/Article/Detail?DocID=P20130114001-202210-202210050013-202210050013-122-144
- Chen, M. (2020). Research on the Evaluation System of Bilingual Teaching in Accounting Courses. International Journal of Social Science and Education Research, 2(12), 110-115. https://doi.org/10.6918/IJOSSER.202001_2(12).0016