數學領域雙語教育之教學模式初探

A Model of Bilingual Instruction in Mathematics: A Preliminary Study

因應2030雙語國家政策，接踵而至的緊迫問題便是雙語教學模式的研發。本文根據「學科內容和語言整合學習」（CLIL）的4Cs教學框架：內容（content）、溝通（content）、認知（cognition）和文化（culture），建構一套適合臺灣國小學童的數學CLIL教學模式，此教學模式提出六項具體教學設計流程：情境分析、數學主軸、目標語言、認知鷹架、整合學習及課室管理。本文最重要的貢獻，是以數學合十概念為教學主題，結合萬用揭示板虛擬教具，提出數學CLIL教學案例，具體說明教學內容和流程，提供有志於數學雙語教學的教師參考。本教案有別於一般的數學教案和英文教案，有四項重要的特色：（1）數學故事的情境式學習；（2）豐富有趣的圖像式學習；（3）結合虛擬教具的認知鷹架；及（4）數學問題導向的整合學習。未來可應用這套數學CLIL教學模式培訓數學雙語教師及設計國小數學雙語教材，並進一步檢驗此教學模式的可行性及應用成效。

The pressing issue under the policy of developing Taiwan into a bilingual nation by 2030 is to develop bilingual teaching models. Based on the 4Cs model (content, communication, cognition, and culture)in Content and Language Integrated Learning (CLIL) proposed by Coyle, this study proposes a mathematics CLIL model for elementary school students in Taiwan. The proposedmodel includes six steps of designing mathematics CLIL lessons, including analysis, content focus, target language, scaffolding, integrated learning, and classroom management. One of the most important contributions of this study is its utilization of Magic Board, a web-based virtual manipulative tool, as a teaching platform to demonstrate the procedures of teaching the concept of number pairs up to 10. The lesson plan explicitly explainsthe teaching content and proceduresfor future teachers who are interested in teaching mathematics through English. Unlike lesson plans in the traditional mathematics or English classroom, this mathematics CLIL lesson plan has four distinguishing features: (1) situated learning with mathematic stories, (2) interesting visual learning, (3) scaffolding using virtual manipulatives, and (4) mathematic problem-based integrated learning. This mathematics CLIL model may be used in future training to prepare bilingual teachers in mathematics and to develop bilingual teaching materials. Future research on this proposed teaching model should be conducted for testing its feasibility and application.