師資培育生數學雙語經驗課程中的批判意識

Critical Consciousness in Pre-Service Teachers’Experiential Curriculum in Bilingual Mathematics

本研究旨在探索師培生數學雙語經驗課程中的批判意識，本研究為「轉化芬蘭課室教學經驗的實作：學科內容和語言整合學習的數學教學」（陳玟樺，2023）的延伸研究之一。以研究者開設的數學雙語課程「普通數學」學生為對象，探討其對本土雙語教育政策和實施、在CLIL數學經驗課程等批判意識。採自願提交的個人反思實踐寫作為主要分析文本，全班38人中，共收到34人反思實踐寫作。研究結果發現：一、師培生於雙語教育政策中的批判性醒覺，體現在對（雙語）教師專業素養、國家認同與語言文化，以及全球處境和社會環境等多面向；二、於CLIL數學經驗/數學雙語課程的解放性反思，在神奇、素樸及批判意識階段之間的「專業能動—結構」辯證生成中。本研究最後提出兩點建議：鼓勵以「師培生即轉化型知識分子」自許並常態性參與政策轉譯、在肯認「透過英語為教學語言來學習數學」本身即一政治性活動中挹注批判意識觀點以促進社會實質變革，供相關人士參考之。

This study explores the critical consciousness of pre-service teachers in bilingual mathematics courses. It extends the research ''Transforming Finnish Classroom Teaching and Learning: Applying Content and Language Integrated Learning Approach to Mathematics Teaching and Learning'' (2023). Focusing on pre-service teachers enrolled in the ''General Mathematics'' mathematics course, this study investigates their critical awareness of local bilingual education policies, implementation, and experiences with CLIL mathematics courses. The primary analysis is based on voluntary submissions of personal reflective practice writings, with a final sample of 34 student texts out of 38. The results indicate that pre-service teachers' critical consciousness regarding bilingual education policies is manifested in reflections and critiques on various aspects, including bilingual teachers' professional competencies, national identity and language culture, and global and social environments. Their liberating reflections on CLIL mathematics experiences are connected to the dialectical generation between ''professional agency and structure'' across magical, naïve, and critical consciousness stages. The study concludes with two recommendations: pre-service teachers should be recognized as transformative intellectuals and regularly participate in policy translation, and they should acknowledge that learning mathematics through English as a medium of instruction is inherently a political activity. These insights are expected to foster further critical dialogue with local stakeholders.