有效的雙語學習──臺灣生活課程中的認知負荷與分段教學策略

Making Bilingual Learning Work: Cognitive Load and Segmented Instruction in Taiwan's Life Curriculum

將雙語教學融入臺灣國小生活課程帶來一項獨特挑戰：學生須同時習得語言與概念知識，易造成認知過載。本文運用認知負荷理論（Cognitive Load Theory, CLT）與多媒體學習認知理論（Cognitive Theory of Multimedia Learning, CTML），探討能有效緩解此挑戰的教學策略。重點介紹「分段教學」作為確保學生能逐步吸收學習內容、避免超出工作記憶負荷的核心策略。同時，透過視覺、聽覺與動覺等多模態輸入分散認知處理，有助於提升理解力與記憶力。本文進一步說明如何將這些策略應用於主題單元，例如日常作息、飲食營養、社區互動與環境意識，為教師提供實務指引。結合理論與教學設計，本章建立一個具系統性與認知可負擔性的雙語生活課程架構，促進學生語言發展與概念理解的雙重學習目標。

Teaching bilingual content in Taiwan's elementary school life curriculum creates a distinct challenge: students must learn both language and subject matter at the same time, often leading to cognitive overload. This paper applies Cognitive Load Theory (CLT) (Sweller, 1988) and the Cognitive Theory of Multimedia Learning (CTML) (Mayer, 2005) to explore instructional strategies that mitigate these challenges. Segmented instruction-which breaking learning into smaller, digestible units helps students manage cognitive load and process content step by step without overwhelming their memory. Additionally, multimodal learning method, including visual, auditory, and kinesthetic learning elements, is highlighted as a strategy for enhancing comprehension and retention by distributing cognitive processing across multiple channels. The paper illustrates how these approaches can be systematically applied within thematic units such as daily routines, food and nutrition, community interactions, and environmental awareness, providing practical guidance for educators. By bridging cognitive theory with bilingual instructional design, this paper presents a structured framework for developing an effective and cognitively manageable bilingual life curriculum that fosters both language acquisition and conceptual understanding.