從12年國教談現行新住民語文「教」、「學」與「行政」之侷限與建議

本研究從12年國教談新住民語文「教」、「學」與「行政」之侷限與建議，透過質性研究，採取入班觀課、議課，以及與行政人員深度訪談之方法。研究對象係邀請國小有參與新住民語文教學的6所學校，訪談教學支援人員6人，學生6位，以及行政人員18位，共計30人，以了解新住民語文「教」、「學」與「行政」之現況、侷限與提供可行建議。本研究建議：1.從素養導向教學的角度：熟悉素養導向教學的方式、提供科技資訊方面的研習，結合生生用平板的教學、提升新住民語文教支人員的實用教學與班級經營能力。2.以多元智能學習的角度：運用多元學習開發學生的多元智能、培育學生多語言的思維與行動力、鼓勵學生正向學習挑戰自己創新思考。3.從整合多元文化的行政視角：跨域連結行政事務整併教育現場相關事務、陸續培訓新住民第二代成為新住民語文教支人員、提供教支人員行政服務，成為教支人員的支助團隊。

The study explores the current limitations and suggestions for the teaching, learning, and administration of language education for immigrants in the 12-year basic education system by using a purposive sampling method and qualitative research techniques including classroom observations, teaching discussions, and in-depth interviews with administrative personnel. The study invited a total of 30 participants from six elementary schools involved in new immigrant language education, including six teaching support staff, six students, and 18 administrative personnel. The aim was to gain insights into the current limitations and provide feasible suggestions for the teaching, learning, and administration of new immigrant language education. The research recommendations are as follows:1. From the perspective of competency-based teaching, it is recommended to familiarize teaching support staff with competency-based teaching methods, provide professional development opportunities in technology and information, and integrate tablet-based instruction to enhance the practical teaching and classroom management skills of new immigrant teaching support staff. 2. From the perspective of multiple intelligences, it is recommended to utilize diversified learning approaches to develop students’multiple intelligences, foster students’multilingual thinking and action abilities, and encourage students to embrace positive learning challenges and foster innovative thinking. 3.From the viewpoint of integrating diverse cultures, it is recommended to establish cross-domain coordination in administrative affairs and streamline educational operations, provide continuous training for second-generation new immigrant teaching support staff, and offer administrative support services to teaching support staff, creating a supportive team for them.