國中英語科教師全英語教學之教學轉化歷程研究

Abstract

因應《2030雙語政策》提出的高中以下英語科進行全英語教學之目標，本研究旨在探討國中英語科教師進行全英語授課的教學轉化歷程，並且分析社群對教師教學轉化歷程的影響，以及探究英語教師運用何種教學方法與策略以幫助學生理解與習得教學內容，因此研究者採取個案研究法，並透過訪談、課堂觀察與教學相關文件分析，以瞭解一位國中英語科專家教師的教學轉化歷程、社群對此歷程之影響，以及教師採取何種教學方法與策略幫助學生理解全英語課程。研究結果顯示，個案教師的教學轉化歷程以全英語教學之理解為核心，盡可能地以英語作為授課語言以培養學生的英語溝通能力與自主學習能力，接著根據理解將教科書內容轉化為連結真實情境、可理解與符合目標的教學內容，並隨時檢核教學內容與學生的學習狀況，並進行反思與得到新理解，以期修正與改善未來的教學。再者，個案教師因為參與社群得到教學專業的增能與心靈層面的支持，更加強化教學轉化歷程的不同階段且具有正面的影響。最後，個案教師運用不同的方法與策略呈現教學內容，像是藉由漸進式的任務式課程編排、妥善規劃的課堂語言，以及多元鷹架的搭建，如：多模態融入、差異化教學與適當的第一語言輔助等策略，以幫助學生理解全英語課程。根據上述研究結果，研究者最後提出結論與建議，以供英語教學者以及未來相關研究作為參考。In response to the goals set forth in the Bilingual 2030 Policy for implementing Teaching English through English (TETE) in English courses in primary and secondary education, this study aims to explore a junior high school English teacher’s pedagogical transformation process of TETE, analyze the influence of communities on teachers' pedagogical transformation process, and investigate the teaching methods and strategies employed by the teacher to help students understand in TETE class and acquire English abililty. Therefore, the researcher adopts a case study approach, utilizing interviews, classroom observations, and documents analysis to understand the pedagogical transformation process of a junior high school English teacher, the influence of the community on this process, and the teaching methods and strategies employed by the teacher to assist students in understanding the TETE class.The research findings are threefold. First, the teacher's pedagogical transformation process revolved around the comprehension of TETE, which is to speak and use English in the classroom as often as possible to cultivate students' English communication abilities and autonomous learning skills. Subsequently, based on this comprehension, the teacher transformed the textbook content into instructional materials that are connected to real-life situations, comprehensible, and aligned with teaching objectives. Also, the teacher continuously evaluated theinstructional content and students' learning progress, along with reflection and new comprehension, in order to facilitate future instructional modifications and improvements. Second, the teacher's participation in communities provided professional development support and affective encouragement, further strengthening different stages of the pedagogical transformation process with positive effects. Third, the teacher employed different methods and strategies to present teaching content, such as progressive task-based language teaching, well-planned use of classroom language, and the implementation of diverse scaffolding strategies, for example, multimodality integration, differentiated instruction, and L1 assistance, for the purpose of helping students understand the TETE class.Based on the research findings, the researcher concluded and offered suggestions for English educators, the authority, and future related studies as a reference.