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題名：國民小學雙語教師專業能力指標建構與應用之研究
作者：郭姿君
作者(外文)：Kuo, Tzu-Chun
校院名稱：國立政治大學
系所名稱：教育學系
指導教授：郭昭佑
學位類別：博士
出版日期：2023
主題關鍵詞：雙語教師專業能力；指標建構；模糊德懷術；概念構圖；重要性及表現情形分析法；Professional Competence of Bilingual Teachers；Indicators Construction；Fuzzy Delphi Method；Concept Mapping；Importance-performance Analysis
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隨著臺灣走向雙語教育的道路，建立臺灣雙語教師專業能力指標尤為重要，然而相關研究尚付闕如。本研究經國內外文獻探討初擬國民小學雙語教師專業能力指標，再以模糊德懷術問卷及概念構圖問卷分析，建構國民小學雙語教師的專業能力指標（包含9個構面、34項指標），後續針對臺北市立國民小學51所雙語教育學校313名雙語教師，就指標的重要性及表現情形（IPA）進行分析。研究結果顯示「雙語教學教材科技資源運用」為雙語教師認為是最重要且表現最佳的構面；而「雙語教學跨域整合」則是急需強化的構面，且不同背景變項的雙語教師在這些指標的重要性及表現上亦有所差異。是以，就本研究發現與結果之相關建議如下：
一、職前培訓及在職進修應著重於強化「雙語教學跨域整合」的專業知能，政府應持續挹注雙語教育學校相關資源，包含人力、經費、教材教法、專業發展社群等，以確保雙語教學的順利實施。
二、深入了解不同背景變項下亟待改善的指標，針對不同的雙語教師所面臨的困境，提供其個別化的專業發展計畫，以便更能符應雙語教師的需求。
三、重新評估國民小學雙語教師的英語CEFR等級標準，在雙語教育推行初期，應思考不同領域雙語教學需求的可行性，提供雙語教師適合的支援及培訓。
With the ongoing evolution toward bilingual education in Taiwan, the establishment of professional competence indicators for bilingual teachers becomes crucial. Despite the significance of this endeavor, there is a noticeable gap in existing research. This study aims to address this gap by initially formulating the professional competency index for bilingual teachers in national primary schools through an extensive review of both domestic and international literature. Subsequently, the study conducted an analysis using Fuzzy Delphi Method and Concept Mapping questionnaires to construct the professional competency index, comprising 9 aspects and 34 indicators, for bilingual teachers in national primary schools. A follow-up study of the Importance-Performance Analysis (IPA) was performed, involving 313 bilingual teachers in 51 bilingual education schools in Taipei Municipal Primary Schools. The research results findings reveal that among the identified aspects, "use of technological resources in bilingual teaching materials" is considered by the bilingual teachers as the most crucial and is performed at the highest level. Conversely, "cross-domain integration of bilingual teaching" emerges as an area requiring immediate enhancement. Furthermore, variations in the importance and performance of these indicators were noted among bilingual teachers with different background variables. Based on these findings, several key suggestions are proposed:
1. Both pre-service and in-service training programs should emphasize strengthening the professional knowledge and skills related to "cross-domain integration of bilingual teaching". The government should continue investing in resources for bilingual education schools, encompassing manpower, funding, teaching materials and methods, and professional development communities, etc., to ensure the seamless implementation of bilingual teaching.
2. Recognize the specific indicators that need improvement based on different background variables. Provide individualized professional development plans for bilingual teachers, considering the challenges they face, to better cater to their unique needs.
3. Reassess the English Common European Framework of Reference for Languages (CEFR) level standards for bilingual teachers in national primary schools. During the early stages of bilingual education, consider the feasibility of bilingual teaching needs in various fields and provide appropriate support and training to bilingual teachers based on the identified requirements.
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