師資培育課程實施CLIL教學之行動研究：以教育哲學為例

An Action Research on CLIL Implemented in a Teacher Education Course: A Case of the Philosophy of Education

本文乃基於研究者多年來教授教育哲學的反思所進行的行動研究。由於這門課程的知識學理幾乎都是從西方而來，透過中譯而來的人物、學說以及核心概念往往反而讓學生產生誤解或者是產生隔閡。研究者初期嘗試想要使用EMI方式進行教學。然而考慮到學生的英文程度，以及教師資格考試的壓力，因此於111學年度第1學期利用師資培育課程「教育哲學」一課，採行CLIL教學模式。修課學生共48人，採異質性分組成8組，進行18週教學。透過教師反思札記、學生學習單、分組討論單、學習回饋表、回家作業、課堂發表和報告等形式進行分析，最後得到的結論如下：一、對於英文程度不好的大學生和研究生而言，CLIL教學模式較為適合。二、CLIL課室語言中，英語使用到40%-50%已是上限；超過上限時學生的學習動機和專注度會開始下降。三、雙語教育有助於學生在教育哲學課堂中學習到專業知識以及提升英文能力。四、教學載具有助於教師進行CLIL教學時，成為師生互動溝通與學習的良好媒介。

This paper is the result of my extensive teaching experience and research in the field of philosophy of education. The main knowledge of the philosophy of education traditionally comes from the West. In the past, college students used to learn it through Chinese translation, which often led to misunderstandings or increased the gap. In 2022, I initially planned to teach this course using EMI. However, considering the college student’s English level and the pressure of the Teacher Qualification Exam, I eventually adopted the CLIL teaching method. In the autumn semester of 2022, a total of 48 learners were divided into 8 heterogeneous groups for 18 weeks. After this, I categorized and analyzed the data from my reflective notes, students’worksheets, discussion preparation writing worksheets, students’feedback, homework, presentations, etc. Concluding remarks are as follows. First, CLIL is much better for these poor- and immediate- English college students and postgraduates. Second, 40% to 50% English is enough for these college students. When more than 50% of English is used in class, these learners will begin to decrease their learning motives and attention. Third, bilingual education could improve college students’professional knowledge and increase their English ability in the philosophy of education. Fourth, learning devices could become a good communication and learning mediation for teachers’CLIL teaching.