全語文與沉浸式語言融入幼兒園教學之探討

An Exploration of Whole Language and Immersion Language Teaching in Kindergartens

本研究目的主要探究幼兒園內全語文和沉浸式教學兩者間之學習概念與學習目的為何？並透過學理概念的分析、評論、解釋、和歸納，探究全語文和沉浸式語言其兩者之差異，根據分析歸納出研究結論為全語文概念學習可融入任何教學模式。其焦點放在語言情境所能揭示的意義，而不在語言的本身，允許並鼓勵幼兒以非形式的口語或文字來表達。然而沉浸式教學以復振族語為成功的關鍵，多為語言與學科內容進行融合，目的為學習第二語言與跨文化的理解，學習第二語言以達到實際需要的語言能力，能掌握所學的學科知識與技能。另外研究建議，教師須了解幼兒個別差異、重視有意義的情境、了解沉浸式學習之目的、教師須了解不同年齡層幼兒的學習狀況。

The objective of this study is to explore the learning concepts and learning objectives between whole language and immersion in kindergartens. Through the analysis, commentary, explanation, and induction of academic concepts, the differences between whole language and immersive language are explored, and the research conclusions are summarized based on the analysis, and the conclusion of the study is that whole language concept learning can be integrated into any teaching mode. It focuses on the meaning that the linguistic context can reveal, rather than the language itself, and allows and encourages young children to express themselves in non-formal spoken or written language. However, immersion is the key to success, and most of the immersion is the integration of language and subject content, with the aim of learning a second language and cross-cultural understanding, learning a second language to achieve the actual language skills, and mastering the subject knowledge and skills learned. In addition, the study suggests that teachers should understand children's individual differences, value meaningful situations, understand the purpose of immersion learning, and understand the learning status of children of different ages.