臺北市國中教師對雙語跨領域實驗教學的理想與實際之研究

本研究針對臺北市國中教師，探究其對雙語跨領域實驗教學的理想與實際實施程度，著重在課程目標、課程內容、教學方式與教學評量上的落差。本研究以十五所臺北市雙語課程學校中，實施跨領域教學之教師作為此研究受試者，採立意取樣方式進行問卷調查。本研究共寄出91份問卷，回收有效問卷62份，有效回收率為68.13%，透過描述性統計、探索性因素分析、重要性—表現程度分析，檢視教師對雙語跨領域實驗教學上的理想與實際表現程度。從研究結果了解到教師認知與政策推行的方向存在落差，而將問卷分析得出以下結論：（1）奠定良好基礎，未來雙語教學可以走得更穩；（2）外在行為容易受環境影響，內在動機需要時間才能看到改變；（3）雙語教育需要投入一定時間，非一蹴可幾。透過本研究的研究結論，希望能供雙語學校、教師參考，對雙語教育的發展有所貢獻。

關鍵字

雙語教育；雙語課程學校；跨領域教學；理想與實際

並列摘要

This research is aimed at teachers of junior high schools in Taipei, exploring ideal and practical cognitive of bilingual interdisciplinary experimental teaching. Focusing on the gap in curriculum goal, curriculum content, teaching style and instructional evaluation. This research was conducted using purposive sampling, and uses junior high school teachers of fifteen bilingual schools implementing interdisciplinary education located in Taipei city as research subjects. A total of 91 questionnaires were sent out in this study, and 62 valid questionnaires were returned. This study tries to investigate the ideal and actual performance that teachers consider important in bilingual interdisciplinary teaching. The results of this research suggest that there is a significant difference between teachers’ cognition and the overall policy implementation. The following conclusions are drawn from the questionnaire analysis: (1) Establishing a solid foundation is essential for bilingual teaching in the long-term; (2) External behavior can be easily affected by the environment, and internal motivation requires time to change; (3) Time is required for the successful implementation of bilingual education. Through the findings and conclusions, this study aims to contribute to the development of bilingual education.