從臺灣國民小學新住民語文教育現況論師資培育

Suggestions for New-Immigrant Language Teachers' Training: Current Implementation of Education Approach in Taiwan Elementary Schools

新住民語文教育教師職能不足，在教法、教材和評量上都出現教學困境，凸顯出師資培育（師培）的重要性，但現階段的師培對教學困境的協助有限，顯示教學困境與師培間的供需關係未能有效建立。本文採質化研究，包含焦點團體訪談、深度訪談與入班觀察 ；研究目的是要從新住民語文教育現況了解 師培的問題。研究發現師培的問題有三：（一）欠缺常設機構主導。（二）師培課程實用性不足且強調華語文教案書寫。（三）欠缺合宜教材。上述問題來自結構，可能也是教學與師培間未能有效建立供需的主因。本文剖析新住民語文教育困境，並輔以新住民語文老師對師培的需求，提供可行之短期師培案與建議。

New-immigrant language courses will be implemented as quickly as the 107 academic year in Taiwan elementary schools. Because of the lack of teacher competency, difficulties with teaching methods, teaching materials and teaching assessment have emerged. For the above reasons, teacher training has become very important. Currently, the effectiveness of teacher training is limited because of the supply-demand relationship between teaching and teacher training has not been established. The research method of this article is qualitative research, including focus groups, depth interviews and classroom observations. The aim is to understand questions related to new-immigrant language teachers’ training in Taiwan elementary schools. The results of this study point to three problems about new-immigrant language teachers’ training: (a) the lack of a permanent establishment to lead the way; (b) the courses lack practicality and emphasize writing teaching plans in Chinese language; (c) the lack of appropriate teaching materials. The above problems arise from the current structure and may explain the failure to establish an effective supply-demand relationship between teaching and teacher training. This paper analyzes the plight of new-immigrant language education, refers to teachers’ opinions, and provides a short-term teacher training plan to address the above problems.