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題名:高中選修課國際教育專題導向學習雙語教學設計與實施之行動研究
作者:陳雲釵
作者(外文):Yun-Chai Chen
校院名稱:國立中山大學
系所名稱:教育研究所
指導教授:莊雪華
學位類別:博士
出版日期:2023
主題關鍵詞:國際教育專題導向學習雙語教學英語學習動機全球素養international educationproject-based learningbilingual instructionEnglish learning motivationglobal competence
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中文摘要
本研究旨在研究高中高二的選修課中國際教育專題課程的實施狀況,並從中發展出國際教育專題導向學習雙語教學架構。以行動研究的方式,以研究者為教師進行教學,從第一次循環21位學生參與到第二次循環17位學生參與的歷程發展出國際教育專題導向學習雙語教學架構,採取觀察與文件分析蒐集資料,佐以英文學習動機與全球素養問卷及半結構開放式問卷了解學生英文學習動機與全球素養轉變的情形。
依據本研究的國際教育專題導向學習雙語教學設計架構,進行行動研究中的計畫、觀察行動與省思修正。從第一次循環中發現的問題,包含英文表達的困難、全球素養較難呈現、專題探究能力需要加強,根據本研究的國際教育專題導向學習雙語教學設計架構,以調整專題內容方式提升學生英文語文學習動機,透過教師雙語教學設計架構修改課程,包含學習任務與評量規準,充實跨領域教學的內容,確立本研究之國際教育專題導向學習雙語教學設計架構。
本研究結論提出: (一 )建立結合國際教育專題導向學習雙語教學設計模式,(二)課程開發的歷程是教師與學生與課程設計互動的歷程,(三)雙語教學課程在第一循環增進學生語言學習動機,(四)在第二循環中,17位學生有16位在半結構開放性問卷顯示英語語言學習動機與全球素養的正向回應,並依據本研究發現提出建議。
This study aims to design and implement bilingual international education project-based learning in a high school elective course and develop a bilingual instructional framework for project-based international education. Using action research methodology, the researcher acted as the teacher and conducted teaching activities. The study was conducted from the participation of 21 students in the first cycle to 17 students in the second cycle. Data was collected through observations, document analysis, and supplemented by surveys on English learning motivation and global competence, as well as semi-structured open-ended questionnaires to understand changes in students'' English learning motivation and global competence.
Based on the bilingual instructional design framework for project-based international education established in this study, action research was carried out, involving planning, observing actions, and reflecting on actions. Issues identified in the first cycle included difficulties in English expression, challenges in presenting global competence, and the need to enhance project exploration skills. According to the research''s bilingual instructional design framework, adjustments were made to the content of the projects to enhance students'' English learning motivation. The teacher''s bilingual instructional design framework was employed to modify the course, including learning tasks and assessment criteria, enriching the content of interdisciplinary teaching, and solidifying the project-based bilingual instructional design framework of this study.
The conclusions of this study are as follows: 1) Establish a bilingual instructional design model that integrates project-based international education. 2) The curriculum development process involves interaction among teachers, students, and curriculum design. 3) Bilingual instructional courses enhanced students'' language learning motivation in the first cycle. 4) In the second cycle, out of the 17 students, 16 students responded positively to the semi-structured open-ended questionnaires in English language learning motivation and global competence. Recommendations were proposed based on the findings of this study.
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