雙語教學融入我國師資培育課程初探

A Preliminary Exploration of the Taiwanese Teacher Education Program with Bilingual Teaching Embedded

透過文獻回顧，本文初步探討雙語教學融入我國師資培育（簡稱「師培」）課程的規劃與實施。首先，本文闡述常見的雙語教學課程模式；其次，本文論述雙語教學融入師培課程的考量，譬如師生雙方英語相關能力的基礎、雙語教學師培（簡稱「雙語師培」）課程運作的樣態；接著，本文彙整目前我國十七所辦理雙語師培的大學所公告之雙語師培課程規劃；最後，本文提出結論與建議。包括：一、持續強化師資生的英語能力以及師培教授的雙語教學能力；二、中央宜針對我國雙語師培政策，訂定更周詳的規範；三、各大學在規劃雙語師培時，宜考慮開設雙語教學相關的特定課程；四、推展雙語師培時，建議可結合社會情緒學習的元素，提升師資生在雙語師培課程的學習成效與心理適應。

With literature review, this study aimed to preliminarily explore the design and implementation of Taiwanese teacher education program (TEP) with bilingual teaching embedded. In the beginning, the common curriculum models of bilingual teaching were introduced in this article. Then, the practical concerns of embedding bilingual teaching in TEP were addressed, involving English-related abilities of pre-service teachers and teachers of TEP, and the patterns of the implementation of bilingual TEP. Furthermore, the current seventeen curriculums of bilingual TEP in Taiwan were analyzed in the present study. Finally, the conclusions and suggestions of this study were as follows: (1) pre-service teachers’English abilities and the bilingual teaching skills of teachers of TEP should be continuously improved ; (2) the Ministry of Education had better set more detailed rules for the policies of bilingual TEP in Taiwan; (3) more bilingual teaching-related specific courses are needed in the universities implementing bilingual TEP; and (4) the combination of bilingual TEP with social and emotional learning would be beneficial for pre-service teachers’learning outcomes and mental adjustments.