科學課程在EMI及CLIL教學模式之學習成效與態度分析

The Variance Analysis of Learning Attitude and Effectiveness-In Scientific Program through Pattern of EMI and CLIL Teaching

本研究以私校雙語小學三年級學生為對象，探討在EMI及CLIL兩種教學模式下，學生在科學課程之學習態度與成效分析。其目的在了解控制組(EMI)及實驗組(CLIL)學習評量前後測實徵研究及情意態度問卷的差異分析。依相關統計方法分析結果發現：控制組或實驗組前後測教學成果皆達顯著性水準，但共變數分析下實驗組的後測分數平均數其實是高於控制組。在情意態度問卷分面，英語學習、學習態度、整體性評價等三個分量表，實驗組與控制組皆達顯著差異，實驗組的得分高於控制組。但在科學學習分量表，兩組學習結果並無差異。

This research, focusing on Grade-3 in the bilingual elementary school, explores the CLIL and EMI pattern of teaching, and their related influential factors of learning effectiveness and affective attitude in scientific program. Statistical analysis of results is done by dependent samples t-test, independent samples t-test, homogeneity of regression, analysis of covariance and so on. The key results are: instructional effectiveness of control and experimental group shows statistical significance, experimental group is better than control group in its learning effectiveness, and the scores of experimental group are significantly higher than those of control group in English learning attitude.