一所非山非市小學二年級國際視訊課程之雙語教學實踐初探

A Preliminary Exploration of Bilingual Teaching Practices in an International Video Conferencing Program for Second Graders at a Non-rural, Non-urban Elementary School

教育部於《十二年國民基本教育課程綱要》中指出，英語已發展為「世界性英語」（Global Englishes），英語文教學應強調溝通功能與文化理解，培養學生的自主學習與終身學習能力，基於此教育政策方向，本研究旨在探討師生在應用國際雙語時的核心概念與素養展現。本研究以一所非山非市小學二年級的國際教育課程為場域，透過中英雙語教學與美國加州特立尼達小學（Trinidad Elementary School）進行國際視訊交流，採用混合研究法，透過臺美教師的教學回饋問卷、學生半結構式訪談以及教師國際視訊課程錄影等多元資料，深入瞭解教師的國際交流教學模式和我國學生在國際視訊課程中的接受度與表現情形。本研究從社會文化論的觀點出發，探討國際雙語視訊協同教學的實踐方式。結果發現，教師能有效地引導國際視訊感知分類課程，並在學生近側發展區內運用文化思維工具進行鷹架教學，成功啟發學生自我行為的精進。亦即，教師能有效運用文化思維工具與鷹架策略，引導學生在近側發展區內進行思維轉化，不同英語程度的學生展現從具體至抽象的認知成長。綜言之，國際視訊交流不僅為非山非市地區提供跨文化學習機會，更能有效提升國際雙語教學上的實質效益。建議未來課程設計可結合文化導向與適性教學，作為推動國際教育與雙語政策實施的參考。

The Ministry of Education, within its “12-Year Basic Education Curriculum Guidelines,” highlighted the emergence of “Global Englishes” as English usage has expanded worldwide. In response, Taiwan's English language curriculum emphasizes developing students' cultural exploration through language learning, focusing on communicative competence to foster autonomous and lifelong English learning abilities. This study examines how teachers and students demonstrate core competencies in international bilingual education within this policy framework. This research investigates a bilingual education program connecting second-grade students at a non-rural and non-urban elementary school in Taiwan with Trinidad Elementary School in California, USA. This study adopted a mixed-methods approach, utilizing diverse data sources including teaching feedback questionnaires from Taiwanese and American teachers, structured and semi-structured interviews with students, as well as video recordings of teachers' international video conferencing lessons. The aim was to gain an in-depth understanding of the instructional models used by teachers in international exchange programs and to explore Taiwanese students' acceptance and performance in international video-based classes. Drawing from sociocultural theory, this study analyzes the implementation of international bilingual video conferencing instruction. Findings show that teachers successfully utilize cultural thinking tools to scaffold instruction within students' zones of proximal development, promoting self-regulated learning behaviors. The study also reveals that students across all English proficiency levels demonstrate progression from concrete to abstract thinking patterns. Ultimately, international video conferencing proves to be an effective tool for cross-cultural education in non-rural and non-urban settings while enhancing the potential of international bilingual education. It is recommended that future curriculum designs integrate culturally-oriented approaches with differentiated instruction to serve as references for implementing international education and bilingual policies.